AGENDA STATE BOARD OF EDUCATION - Arkansasdese.ade.arkansas.gov/public/userfiles/SBE_Agendas/2006/...Ramsey Mr. Ramsey was convicted of one count of Manufacture, Possession or Delivery

AGENDA

STATE BOARD OF EDUCATIONJune 12, 2006

Arkansas Department of Education

State Education Building

9:00 AM

Back Print

Consent Agenda

C-1 Minutes - May 8, 2006

Presenter: Diane Tatum

C-2 Commitment to Principles of Desegregation Settlement Agreement: Report on the Execution of the Implementation Plan

As part of the Agency's continuing obligation to the Pulaski County desegregation suit, the Board receives a

montly update of actions and events. Activities included professional development for administrators,

consultations with the Little Rock District concerning administration of federal programs, and monitoring of

schools in the three districts.

Presenter: Dr. Charity Smith

C-3 Newly Employed, Promotions and Separations

Information item only

Presenter: Beverly Williams

C-4 Report of Waivers to School Districts for Teachers Teaching Out-of-Field for Longer than Thirty (30) Consecutive Days, Act 1623 of 2001

Act 1623 of 2001 requires local school districts to secure a waiver when classrooms are staffed with

unlicesensed teachers for longer than 30 days. Waiver requests were received from 15 districts covering a

total of 33 positions. None of these requests were from a district in academic distress. These requests

have been reviewed by Department staff and are consistent with program guidelines.

Presenter: Beverly Williams/Ron Tolson

C-5 Review of Loan and Bond Applications

Operating guidelines require that the Board consider requests for funding from the Revolving Loan Fund and

approval of other bonded commitments. Requests from 3 districts for revolving loans, 8 requests for 2nd

Lein londs and 2 requests for voted bonds have been reviewed and recommended for approval by the

Department Loan and Bond Committee

Presenter: Amy Woody

C-6 Approval of Organizations for Implementation of Act 648, Community

Service Program

The community Service Program and the Rules developed for its implementation require that the State

Board of Education approve organizations in which students volunteer in those local school districts

implementing community service learning as a graduation credit. Local school boards will select and

approve local organizations based on this State Board approved pool. The Division of volunteerism within

the Department of Human Services assisted ADE in creating the attached list.

Presenter: Dr. Gayle Potter

Action Agenda

A-1 Request from Strong-Huttig School District for Approval to Close an Isolated School: Huttig Junior High School

Pursuant to Act 1397 of 2005, on April 12, 2006, the Strong-Huttig School District submitted its request for

approval to close the isolated Huttig Junior High School at the close of the 2005-2006 school year. As

required, the Strong-Huttig School District submitted copies of board minutes approving by majority vote of

the local board members the closure of Huttig Junior High School. The Department has attached an

Attorney General’s Opinion related to the issues of desegregation concerns.

Presenter: Scott Smith

A-2 Arkansas Better Chance for School Success Program Renewal Grants

2006-2007

ABC Rules require each funded award be reviewed and approved for renewal annually. The request for

proposals was approved by the Board on April 10, 2006. Since that time proposals have been received,

reviewed and staff submits the attached recommendations for continued funding.

Presenter: Paul Lazenby

A-3 Approval of English Language Proficiency Framework Document for the Grades K - 12

Under Title III of the No Child Left Behind Legislation, the State is required to establish Content Standards

for English language proficience for K - 12 for English language learners. This framework is required to be

linked to the State's content standards in English language arts and mathematics. Statewide committees of

teacher completed revising this framework in May 2006.

Presenter: Dr. Gayle Potter

A-4 Declaration of Critical Academic Shortage Areas as Required by ACT 1146 of 2001

Act 1146 of 2001 amends A.C.A 24-7-208(f) and establishes a waiver process by which retirees can be

hired by a school district to teach in critical academic shortage areas when suitable active employees are

not available to fill the licensed positions. Section 2(3)(A) requires that the State Board of Education

annually declare those critical academic areas.


A-5 Consideration of Technical Amendments to Arkansas Department of

Education Rule Governing the Non-Traditional Licensure Program (NTLP)

The Board gave final approval to this Rule on April 10, 2006. Since that time staff has recognized the need

for minor technical amendments to the approved Rule. These revisions are not intended to change the

meaning or context of the Rule, but to clarify. These technical amendments, if approved, do not require

resubmission of the Rule through the Administrative Prodecures Act.


A-6 Report of the Status of School Districts in Fiscal Distress

In April 2005, the Board classified 11 Arkansas School Districts for fiscal distress. This report includes a

status update on these 11 districts.

Presenter: Dr. Bobbie Davis

A-7 Classification of Districts in Fiscal Distress

At the May 8, 2006, four districts were identified as meeting conditions for fiscal distress. Districts have

been informed of the pending action. The Department recommends that Cross County, Hughes, Omaha

and Turrell School Districts be classified in fiscal distress for the 2006-2007 school year.

Presenter: Dr. Bobbie Davis

A-8 Request for Final Approval of the Arkansas Department of Education Rule Boverning Assessment Scores for Students Attending the School for

Mathematics, Science and Arts of the University of Arkansas

This Rule was adopted for public comment on April 10, 2006. A public hearing was conducted on

Wednesday, May 24, 2006. There were no attendees for the public hearing nor did the Department receive

written comments. There are no suggested changes from the proposed Rule previously reviewed and

adopted for public comment.

Presenter: Dr. Charity Smith

A-9 Surrender of Charter for West Woods Elementary Conversion Charter School, El Dorado Public Schools

The Superintendent of the El Dorado School District has informed the Department that the District will

surrender the Charter at the end of the fiscal year (June 30, 2006).

Presenter: Mary Ann Brown

A-10 Continued Consideration of Renewal of FOCUS Academy Open-Enrollment Charter School

The State Board approved the FOCUS Academy open-enrollment charter school in 2003. Renewal of the

charter was presented at the January 9, 2006, Board meeting at which time action on the renewal was

tabled with the request that additional information was to be collected and provided to the Board. Additional

fiscal information was provided in May but was not received in time for Department staff to review and report

at the May State Board meeting. Consideration is to include a review of the fiscal audit as well other

aspects of the Charter renewal, which contain additional waiver requests.

Presenter: Mary Ann Brown

A-11 Request Approval of the Recommendation of Permanent Revocation of

Teacher's License and Denial of Renewal of Teacher's License: Wayne Ramsey

Mr. Ramsey was convicted of one count of Manufacture, Possession or Delivery of Controlled Substances, a

Felony offense.

Presenter: Tripp Walter

A-12 Request Approval of the Recommendation of Permanent Revocation of Teacher's License: Terrance Spratt

On April 15, 2006, Mr. Spratt was convicted of one count of Endangering the Welfare of a child in the

Second Degree, a Class A Misdemeanor.

Presenter: Tripp Walter

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Minutes State Board of Education Monday, May 8, 2006

The State Board of Education met on Monday, May 8, 2006, in the Auditorium of the State Education Building. Dr. Jeanna Westmoreland, Chairman, called the meeting to order at 9:00 a.m. The following Board members were present: Dr. Jeanna Westmoreland, Chairman; Diane Tatum, Vice-Chairman; Sherry Burrow; Shelby Hillman; Dr. Calvin King; Randy Lawson; Dr. Ben Mays; MaryJane Rebick and Dr. Naccaman Williams. No Board members were absent. Dr. James read a letter from Governor Mike Huckabee recognizing the service of Dr. Jeanna Westmoreland as a member of the State Board of Education and her service as chair of the Board this year. He also presented a Board resolution and plaque recognizing Dr. Westmoreland’s service to the Board.

Consent Agenda

Randy Lawson requested a revision to the Minutes from April 13, 2006, that would remove two paragraphs and other discussion wording under the item, “Request for Final Approval of Proposed Revisions to the Arkansas Department of Education Rule Governing the Non-Traditional Licensure Program (NTLP).” Mr. Lawson so moved. Ms. Hillman seconded the motion. The motion to revise the Minutes was adopted unanimously. Ms. Hillman moved approval of the Consent Agenda with the revision to the April 13, 2006, Minutes as adopted. Ms. Tatum seconded the motion. The motion was adopted unanimously.

o Approval of Minutes – April 13, 2006 (as amended) o Newly Employed, Promotions and Separations o Report of Waivers to School Districts for Teachers Teaching Out-of-Field for

Longer than (30) Consecutive Days, Act 1623 of 2001 o Consideration of Waivers from Standards for Accreditation for Marmaduke School

District as a Result of Damage by a Tornado in that Community on April 2, 2006 (A transcript of the deliberation of the following items was recorded by a Court Reporter and that transcript will be attached to the official minutes for the record.) Request from the Bryant School District for Approval to Close an Isolated School: Paron High School Following presentations by parties involved and a question and answer session by the Board, Ms. Rebick moved adoption of the Bryant School District request to close Paron High School effective July 1, 2006. Ms. Hillman seconded the motion. The motion was adopted 7 yes and 1 no on a roll-call vote. Dr. Mays voted no.

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Request from Smackover School District for Approval to Close an Isolated School: Mount Holly Elementary School Following presentations by parties involved and a question and answer session by the Board, Ms. Tatum moved approval of the Smackover School District request to close Mount Holly Elementary School. Mr. Lawson seconded the motion. The motion was adopted unanimously. Consideration of the Petition for Voluntary Annexation of the Lockesburg School District into the DeQueen School District Following presentations by parties involved and a question and answer session by the Board, Ms. Hillman moved approval of the Voluntary Annexation of Lockesburg School District into the DeQueen School District. Mr. Lawson seconded the motion. The motion was adopted unanimously. (End court Reporter transcript) Request Approval of a Final Revision of the FY06 Public School Fund Budget John Kunkel was recognized to present this item. Mr. Kunkel reported that a revision to the Public School Fund Budget was necessary due to expenditures that are formula driven or due to legislation enacted during the recent special session of the Arkansas General Assembly. Mr. Kunkel asked that an additional amount ($115,000) be added to the line item “Consolidation Incentive.” He noted that this additional amount is necessary to accommodate the consolidations under consideration. Ms. Hillman moved approval of the revisions to the Public School Fund Budget as proposed and revised by Mr. Kunkel. Dr. Williams seconded the motion. The motion was adopted unanimously. Identification of School Districts in Fiscal Distress Dr. Bobbie Davis was recognized to present this item. Dr. Davis summarized the Department’s process for review of local school district budgets. She noted that the major factor that suggests a school district’s financial status is in jeopardy is a continuing declining balance: one that would lead a district to a zero balance if continued in a similar pattern for three years. Dr. Davis also stated that audit findings and other fiscal issues contribute to the overall fiscal assessment of local districts. She stated that this year the four districts that are listed in the materials have been notified of pending fiscal distress identification and that these districts have 30 days to provide additional evidence or appeal the findings. Dr. Davis informed the Board that at the June meeting, the Board will be presented either additional information or hear appeals from the districts documenting why the district should not be classified in fiscal distress. She noted that districts under review include: Cross County School District, Hughes School District, Omaha School District and Turrell School District.

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Dr. Mays expressed concern that not all school districts may be reporting total athletics expenditures as outlined in Act 52, which would be cause for a school district to be classified is fiscal distress. Dr. Davis stated that she was not aware of any district that failed to meet the conditions of that legislation that would lead to fiscal distress designation. She also noted that Act 52 only requires reporting of state funds, not funds from other sources such as booster club or activity fund accounts. Mr. Lawson moved to accept the report as presented. Ms. Burrow seconded the motion. The motion was adopted unanimously. Consideration of Proposed Performance Rating System and Report from Standard Setting Session Dr. Charity Smith was recognized to present this item. Dr. Smith stated that this discussion is a continuation from her presentation in April. She summarized the procedure used by the Standard Setting Committee and outlined the options for Board consideration – to calculate performance using the median score or an average score. Ms. Rebick asked if there was a recommendation from the Standard Setting Committee. Dr. Smith responded that the Committee worked with both values and did not express a preference. Dr. Williams moved that the average statistic be adopted as the metric for calculating performance ratings for schools. Ms. Hillman seconded the motion. The motion was adopted unanimously. Approval of Science Performance Level Descriptors for the Grade 5 and Grade 7 Science Benchmark Examinations, Limited English Proficiency Alternate Science Portfolio (Grade 5 and Grade 7), and Special Education Alternate Science Portfolio (Grade 5 and Grade 7) Dr. Gayle Potter was recognized to present this item. Dr. Potter stated that science assessment has been administered for the first time in the 2005-2006 school year and that descriptors of the performance levels must be determined. She noted that a committee of practitioners drafted the proposed descriptors and that the committee relied on national documents such as the National Assessment of Educational Progress (NAEP) to perform that work. Ms. Rebick moved approval of the performance level descriptors as presented. Ms. Hillman seconded the motion. The motion was adopted unanimously. Request for Approval for Public Comment of Proposed Revisions to the Arkansas Department of Education Rule Governing Eye and Vision Screening Report in Arkansas Public Schools Dee Cox was recognized to present this item. Ms. Cox stated that these are new Rules required by legislation and that the Department utilized a collaborative process to

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establish the proposed document. She stated that public hearings would be held and comment requested from the public during the review process. Mr. Lawson moved approval of the Rule for Public Comment. Ms. Burrow seconded the motion. The motion was adopted unanimously. Site Selection, Arkansas Governor’s School 2007-2009 Ann Biggers was recognized to present this item. Ms. Biggers reported that requests for proposals and the Rules for selection previously adopted by the Board were distributed last November and that two (2) proposals were received: one from Hendrix College in Conway and one from Southern Arkansas University in Magnolia. She stated that a selection committee reviewed the written proposals and made site selection visits to each of the sites. She reported that the Committee unanimously recommended Hendrix College. Dr. Williams inquired if any information would be provided to the schools pursuant to the Committee’s review. Ms. Biggers stated that the “side-by-side” review that was provided to the Board had already been sent to the two applicants. Ms. Hillman moved acceptance of the Hendrix College proposal for Governor’s School site for 2007-2009. Mr. Lawson seconded the motion. The motion was adopted unanimously. (A transcript of the deliberation of the following items was recorded by a Court Reporter and that transcript will be attached to the official minutes for the record.) Consideration of Financial Status of Academics Plus Open-Enrollment Charter School in Maumelle During the dialogue, Dean Elliott, Chairman of the Academics Plus Board of Directors, reported that funds have been raised that will assure the school can pay all its obligations, including payments to Department of Agriculture, and finish the fiscal year June 30, 2006, with a fund balance of approximately $25,000. Mr. Elliott also informed the Board that the Academics Plus Board of Directors has adopted a resolution stating that unless the school enrolls a minimum of 286 students on or before July 1, the school will surrender its Charter on July 1, 2006. Mr. Lawson moved that Academics Plus be required to submit to the Department of Education a report on the enrollment status in keeping with their resolution and that report be provided to the Board at the first meeting scheduled after July 1 at which time the Board would determine what, if any, further action may be warranted. Dr. Williams seconded the motion. The motion was adopted on a 7 yes, 0 no, 1 abstain vote. (Rebick abstained) Annual Review of HAAS Hall Academy Open-Enrollment Charter School

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Dr. Martin Shoppmeyer reported that both the academic and fiscal status of HAAS Hall Academy have improved over the past year. Enrollment has increased and a benefactor has been identified who is willing to provide financial backing as well as assistance with fiscal management. John Scott, Vice President of Hanna’s Candle Company located in Fayetteville affirmed his company’s commitment to partner with HAAS Hall and to assist with management of the school. Mr. Scott provided documentation noting outstanding debt of the school including back payments to Arkansas Teacher Retirement System and other government entities. He stated that the school with Hanna’s Candles assistance would establish a plan that will assure debt replacement during the coming year. No action was taken. Upon inquiry by the Board Dr. Bobbie Davis stated that she was not aware of the debt reported by HAAS Hall and her office had not seen reports that were presented at the last minute. Mary Ann Brown also stated that the Charter School Office was not informed of the debt report that was presented. The Board requested that Dr. Bobbie Davis follow up with HAAS Hall on financial matters and pursue any issues to her satisfaction and report any findings to the Board prior to any charter renewal process by HAAS Hall. The Board also emphasized the need for any documents that are requested for presentation to the Board must be provided to the Department at least two weeks prior to the scheduled meeting date. Consideration of Renewal of FOCUS Academy Open-Enrollment Charter School Dr. Bobbie Davis reported to the Board that fiscal reports and state audit reports from FOCUS Academy were just received and the Department staff has not had time to review the reports. She requested that no action be taken pursuant to this item. Revocation of Licensure: Gayla Chalmers Tripp Walter was recognized to present this item. Mr. Walter stated that attempts to contact Ms. Chalmers have been unsuccessful. Ms. Chalmers was not present nor was she represented at the meeting. Ms. Burrow moved permanent revocation of teaching license for Gayla Chalmers. Ms. Tatum seconded the motion. The motion was adopted unanimously.

Other Business

Dr. James was asked for an update on the Helena/West Helena School District. He reported that Dr. Bobbie Davis and Beverly Williams have been working with staff and the School Board. He stated that the School Board has not been reinstituted at this time, but Board members are participating in training provided by the Arkansas School Board’s Association. Dr. James stated that the Department is asking the interim

6

superintendent to stay on for the 2006-2007 school year and indications are positive that he will accept that responsibility. He also noted that there is a Grand Jury investigation pending that involves that district and he is waiting on the report to determine the next steps. Dr. James suggested that a meeting in July appears necessary and that the Liaison will be contacting members to determine the best date. Ms. Tatum moved adjournment. Ms. Hillman seconded the motion. The motion was adopted unanimously. The meeting adjourned at 2:15 p.m. Minutes were recorded and reported by Dr. Charles D. Watson.

ADE’S PROJECT MANAGEMENT TOOL EXECUTIVE SUMMARY

MAY 31, 2006

This document summarizes the progress that ADE has made in complying with the provisions of the Implementation Plan during the month of May 2006.

IMPLEMENTATION PHASE

ACTIVITY PMT EXECUTIVE SUMMARY AS OF

MAY 31, 2006

I. Financial Obligation As of April 30, 2006, State Foundation Funding payments paid for FY 05/06 totaled $53,489,899 to LRSD, $27,710,410 to NLRSD, and $46,222,749 to PCSSD. The Magnet Operational Charge paid as of April 30, 2006, was $11,460,245. The allotment for FY 05/06 was $14,011,194. M-to-M incentive distributions for FY 05/06 as of April 30, 2006, were $3,520,271 to LRSD, $3,581,701 to NLRSD, and $9,113,661 to PCSSD.

II. Monitoring Compensatory

Education On May 3, 2005, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. The PCSSD has petitioned to be released from some desegregation monitoring. There was discussion in the last legislative session that suggested all three districts in Pulaski County should seek unitary status. Legislators also discussed the possibility of having two school districts in Pulaski County instead of three. An Act was passed by the Legislature to conduct a feasibility study of having only a north school district and a south school district in Pulaski County. Removing Jacksonville from the PCSSD is also being studied. The next Implementation Phase Working Group Meeting is scheduled for July 7, 2005 at 1:30 p.m. in room 201-A at the ADE.

III. A Petition for Election for

LRSD will be Supported Should a

Millage be Required

Ongoing. All court pleadings are monitored monthly.

IV. Repeal Statutes and

Regulations that Impede

Desegregation

On October 27, 2003, the ADE sent letters to the school districts in Pulaski County asking if there were any new laws or regulations that may impede desegregation. The districts were asked to review laws passed during the 84th Legislative Session, any new ADE rules or regulations, and district policies.

V. Commitment to Principles On May 8, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April.



MAY 31, 2006

VI. Remediation The school districts in Pulaski County attended District Test Coordinator Training held in Little Rock on December 9, 2005. The LRSD had four individuals in attendance, the NLRSD had one, and the PCSSD had two.

VII. Test Validation On February 12, 2001, the ADE Director provided the State Board of Education with a special update on desegregation activities.

VIII. In-Service Training A Tri-District Staff Development Committee meeting was held on February 7, 2006, at the ADE. Doug Ask (PCSSD) and Kaye Lowe (NLRSD) attended. They discussed professional development for classroom walkthrough. It was recommended that two days of training should be used for the classroom walkthrough and one half day should be spent training on the Palm computers that will be used in the walkthrough. Extended school day and extended school year were discussed. The students can improve faster when they are in school more, but it is difficult to find teachers who want to teach in an extended time program. It was mentioned that many principals want to spend more time in ACSIP committee meetings. Science training for teachers in grades 3-5 was discussed.

IX. Recruitment of Minority

Teachers In May 2006, the ADE Office of Professional Licensure requested a list of all spring minority graduates from all Arkansas colleges and universities with teacher education programs. In May 2006, the ADE Office of Professional Licensure sent a request to the three Pulaski County school districts asking for a list of teacher shortage areas.

On May 13, 2006, the ADE hosted an Educators Career Fair from 9 a.m. to 2 p.m. at the Airport Holiday Inn in Little Rock. The event was designed to assist school districts in the recruitment of licensed teachers and administrators for hard-to-fill vacancies. Information was provided to educators regarding earning advanced degrees and adding areas of licensure. Superintendents, Education Service Cooperative Directors, Principals and other school hiring personnel were there to meet with prospective teachers and administrators.



MAY 31, 2006

X. Financial Assistance to

Minority Teacher Candidates

Ms. Tara Parker of the Arkansas Department of Higher Education reported minority scholarships for Fiscal Year 2005-2006 on October 14, 2005. These included the State Teacher Assistance Resource (STAR) Program, the Minority Teacher Scholars (MTS) Program, and the Minority Masters Fellows (MMF) Program. The scholarship awards for STAR are as follows: STAR Male Male Female Female Total Total Race Count Award Count Award Count Award White 274 1,195,500 45 240,000 319 1,435,500 Black 8 39,000 24 114,000 32 153,000 Hispanic 4 18,000 4 18,000 Asian Native Am. 2 9,000 3 15,000 5 24,000 Totals 284 1,243,500 76 387,000 360 1,630,500 The scholarship awards for MTS are as follows: MTS Male Male Female Female Total Total Race Count Award Count Award Count Award Black 2 10,000 42 210,000 44 220,000 Hispanic 2 10,000 2 10,000 Asian 1 5,000 1 5,000 2 10,000 Native Am. 2 10,000 2 10,000 Totals 3 15,000 47 235,000 50 250,000 The scholarship awards for MMF are as follows: MMF Male Male Female Female Total Total Race Count Award Count Award Count Award Black 2 7,500 24 122,500 26 130,000 Hispanic 2 10,000 2 10,000 Asian Native Am. Totals 2 7,500 26 132,500 28 140,000

XI. Minority Recruitment of ADE

Staff

The MRC met on June 17, 2005 at the ADE. Demographic reports were presented showing ADE Employees Grade 21 and Above by Race and Section as of December 31, 2004 and March 31, 2005. These reports were reviewed to ensure accuracy. Due to the Legislative session, the MRC combined its review of the 2nd and 3rd quarters of the fiscal year.

XII. School Construction This goal is completed. No additional reporting is required.

XIII. Assist PCSSD Goal completed as of June 1995.

XIV. Scattered Site Housing This goal is completed. No additional reporting is required.



MAY 31, 2006

XV. Standardized Test Selection to

Determine Loan Forgiveness

Goal completed as of March 2001.

XVI. Monitor School Improvement

Plans

On April 26, 2006, ADE staff conducted ACSIP peer team visits at Geyer Springs, Gibbs, and Carver Elementary Schools in the LRSD. On April 27, 2006, ADE staff conducted ACSIP peer team visits at Mabelvale, Meadowcliff and ML King Elementary Schools in the LRSD. On April 12, 2006, ADE staff assisted with preparations for an ACSIP team visit at Meadow Park Elementary School in the NLRSD. On April 13, 2006, ADE staff assisted with preparations for an ACSIP team visit at Lynch Drive Elementary School in the NLRSD. On April 13, 2006, ADE staff acquired information regarding the number of literacy and math coaches at Rose City Middle School in the NLRSD. On April 17, 2006, ADE staff assisted with preparations for an ACSIP team visit at Amboy Elementary School in the NLRSD. On April 18, 2006, ADE staff assisted with preparations for an ACSIP team visit at Crestwood Elementary School in the NLRSD. On April 18, 2006, ADE staff assisted with preparations for an ACSIP team visit at Lakewood Elementary School in the NLRSD. On April 26, 2006, ADE staff coordinated ACSIP team visits at Amboy, Crestwood, Indian Hills, and Lakewood Elementary Schools in the NLRSD. On April 27, 2006, ADE staff coordinated ACSIP team visits at Lynch Drive, Meadow Park, and Seventh Street Elementary Schools in the NLRSD. On April 13, 2006, ADE staff provided technical assistance at Landmark Elementary School in the PCSSD. Gave the principal a copy of the state rubric, and a schedule for peer team visits. On April 18, 2006, ADE staff provided technical assistance at Oak Grove Elementary School in the PCSSD.



MAY 31, 2006

XVI. Monitor School Improvement

Plans (Continued)

On May 2, 2006, ADE staff provided technical assistance at Jacksonville Middle School in the PCSSD. On May 4, 2006, ADE staff met with the principal and the assistant principal at Maumelle Middle School in the PCSSD. Answered questions from the previous visit, discussed state rubric, interventions, wellness priority and preparations for the upcoming 2007 peer team visit. On May 5, 2006, ADE staff provided technical assistance at Crystal Hills Magnet School in the PCSSD.

XVII. Data Collection The State Board of Education approved the new Desegregation Monitoring and Assistance Plan on December 8, 1999 and instructed the ADE to forward the document to Mr. Tim Gauger so that it may be filed in Federal court.

XVIII. Work with the Parties and

ODM to Develop Proposed

Revisions to ADE’s Monitoring

and Reporting Obligations

On July 10, 2002, the ADE held a Desegregation Monitoring and Assistance Plan meeting for the three school districts in Pulaski County. Mr. Willie Morris, ADE Lead Planner for Desegregation, presented information on the No Child Left Behind Act of 2001. A letter from U.S. Secretary of Education, Rod Paige, was discussed. It stated that school districts that are subject to a desegregation plan are not exempt from the public school choice requirements. “If a desegregation plan forbids the school district from offering any transfer option, the school district should secure appropriate changes to the plan to permit compliance with the public school choice requirements”. Schools in Arkansas have not yet been designated “Identified for Improvement”. After a school has been “Identified for Improvement”, it must make “adequate yearly progress”. Schools that fail to meet the definition of “adequate yearly progress”, for two consecutive years, must provide public school choice and supplemental education services. A court decision regarding the LRSD Unitary Status is expected soon. The LRSD and the NLRSD attended the meeting. The next meeting about the Desegregation Monitoring and Assistance Plan will be held in August 2002, after school starts.

Newly Employed, Promotions, and Separations NEWLY EMPLOYED FOR THE PERIOD OF May 1, 2006 - May 31, 2006 Courtney Salas-Ford- Attorney Specialist, Legal Services, Grade 22, effective 05-08-06. Tascha Foster- Secretary I, Child Nutrition, Division of Fiscal and Administrative Services, Grade 11, effective 05/22/06. *Hope Moore- Secretary II, Curriculum, Assessment and Research, Division of Learning Services, Grade 13, effective 05/22/06. PROMOTIONS/ LATERAL TRANSFERS FOR THE PERIOD OF May 1, 2006 - May 31 2006

Philip Costner- from Public School Program Advisor, Standard Assurance, Grade 21, to Public School Administrative Advisor, School Improvement/ACSIP, Grade 21, effective 05/08/06. Lateral Shelley Dirst- from Public School Administrative Advisor, Curriculum, Assessment and Research, Grade 21 to Public School Administrative Advisor, K-12 Literacy, Grade 21,effective 05/08/06. Lateral Susan Gray- from NAEP State Coordinator, Curriculum, Assessment and Research, Grade 21 to Public School Program Advisor, Curriculum, Assessment and Research Grade 21, effective 05/08/06. Lateral Kelly Howell- from Document Examiner II, Distance Learning, Division Research & Technology, Grade 12 to Secretary I, Grade 11, School Improvement/ACSIP, effective 05/22/06. Demotion

SEPARATIONS FOR THE PERIOD OF May 1, 2006 - May 31, 2006 Sherrill Bufford- Public School Program Advisor, Special Education, Division of Learning Services, Grade 21, effective 05/26/06. Code 07. Length of Service: 0 years, 5 months, 14 days. *Brazierdene Watts- Public School Program Advisor, Grant Initiatives/Early Childhood, Division of Learning Services, Grade 21, effective 05/10/06. Code 07. Length of Service: 6 Years, 7 months, days. *Minority AASIS Code: Career Opportunity- 07

JUNE 2006-Denials

Page 1

LEA

NAME OF

DISTRICT

# OF

DENIED

WAIVERS

NAME OF

TEACHER(S)

CURRENT AREA(S) OF

CERTIFICATION

OUT OF AREA TEACHING

ASSIGNMENT

OUT OF AREA

ADMIN

ASSIGNMENT

O404000

Gravette

Public School

District

1Wendell Robinson

No License

Math (9-12) & Coaching

Total # of

School

Districts

Total # of

Denied

Waivers

11

JUNE 2006-Denials

Page 2

LENGTH OF

TIME

TEACHING

OUT OF AREA

2005-2006

ACT 1623/MONTHLY REPORT

NOVEMBER - DECEMBER 2004

2004-2005 SCHOOL YEAR

Monthly Total of School Districts

Waivers Requested

Total of School Districts Requesting Waivers

Total Waivers Requested

The following School Districts in Academic Distress Requested Waivers Under Act 1623

School District Requesting Waiver

Level of Academic Distress

Number of Waiver

Subject Areas and Level

JUNE 2006 Waivers Pursuant to Act 1623

Page 1

LEA

NAME OF

DISTRICT

# OF

WAIVERS

NAME OF

TEACHER(S)

CURRENT AREA(S) OF CERTIFICATION


ASSIGNMENT

OUT OF AREA

ADMIN

ASSIGNMENT

O801000

Berryville

Public School

District

1Susan Phillips

English Language Arts (7-12)

Journalism

5204000

Camden

Public School

District

1Carolyn Snider

Long-Term Substitute Teacher

Special Education

Middle School English (5-8)

Elementary (1-6)

3601000

Clarksville

Public School

District

1Carmella Hollaway


Middle School Social Studies

Secondary Physical Education (7-12)

Coaching (7-12)

Business Technology (7-12)

O404000

Gravette

Public School

District

9Virginia Reeves


5th grade

Judie Dollar


English (6th grade)

Rachel Gibson

Social Studies (7-12)

G.A.T.E

Distin Dean


Core Curriculum (7-8)

David McClure


Biology (9-12)

Coaching (7-12)

Applied Biology/Chemistry I (7-12)

Applied Biology/Chemistry II (7-12)

Norman Mitchell

Health Education (7-12)

Science (9-12)


Coaching (7-12)

General Science (7-12)

Biology (7-12)


Page 2

LENGTH OF

TIME

TEACHING

OUT OF AREA

2005-2006

2005-2006

2005-2006

2005-2006

2004-2005

2005-2006

2004-2005

2005-2006

2005-2006

2005-2006

2005-2006


Page 3

LEA

NAME OF

DISTRICT

# OF

WAIVERS

NAME OF

TEACHER(S)



ASSIGNMENT

OUT OF AREA

ADMIN

ASSIGNMENT

Physical Science (7-12)

Samuel Oswalt

Secondary Principal (5-12)

Special Education (9-12)

General Science (7-12)

Life/Earth Science (7-12)

Special Ed Instructional Specialist (4-12)

Chemisty (9-12)

Physical Science (7-12)

Terri Hopper

Middle School English (5-8)

5th grade


Chase Holloway

Physical/Earth Science (7-12)

Science (9-12)

2903000

Hope Public

School District

2Roy Whatley

Health Education (7-12)

Mathematics (7-12)

Physical Education (K-12)

Coaching (7-12)

Middle School Math (5-8)

David Ehrhardt

Physical Education (K-12)

Mathematics (7-12)

Basic Math Endorsement (7-12)

2305000

Mayflower

Public School

District

1Kristin Allbritton

Early Childhood Education (P-4)

Art

Elementary (K-6)

3104000

Mountain

Home Public

School District

1Grant Greenhaw

PE/Wellness/LEI (P-8)

Science (8th grade)

PE/Wellness/LEI (7-12)

Coaching (7-12)

O303000

Mineral

Springs

School District

8Donica Barger

MidChLangArt/SS (4-8)

Science (9-12)



Page 4

LENGTH OF

TIME

TEACHING

OUT OF AREA

2005-2006

2005-2006

2005-2006

2005-2006

2005-2006

2005-2006

2004-2005

2005-2006


Page 5

LEA

NAME OF

DISTRICT

# OF

WAIVERS

NAME OF

TEACHER(S)



ASSIGNMENT

OUT OF AREA

ADMIN

ASSIGNMENT

MidChSci/Math (4-8)

Robbie Redman

Family & Consumer Science (7-12)

Music and Art (K-12)

Cindi Adcock


Special Education

Middle School Science/Math (4-8)

Elementary (1-6)

Physical Education (5-8)

Special Education

Alvin Stewart



Arkansas History (5-8)

Global Studies (7-12)

Economics (7-12)

Aleshia Erwin


Algebra I and Math (8)


MidChSci/Math (4-8)

Elementary (1-6)

Joyce White

Elementary (1-6)

Library Media Specialist

Reading Specialist (P-8)

Reading Specialist (7-12)

Adam Matthews


Math

MidChSci/Math (4-8)

PE/Wellness/LEI (P-8)

PE/Wellness/LEI (7-12)

Coaching (7-12)

Bobby Jones


Arkansas History & Social Studies

(7-8)

Coaching (7-12)


Page 6

LENGTH OF

TIME

TEACHING

OUT OF AREA

2005-2006

2005-2006

2003-2004

2004-2005

2005-2006

2004-2005

2005-2006

2005-2006

2004-2005

2005-2006

2005-2006

2005-2006


Page 7

LEA

NAME OF

DISTRICT

# OF

WAIVERS

NAME OF

TEACHER(S)



ASSIGNMENT

OUT OF AREA

ADMIN

ASSIGNMENT

4713000

Osceola

Public School

District

1Amber Parke


Journalism

5303000

Perryville

Public School

District

1Chris Collins


Science (7-8)

7206000

Prairie Grove

School District

1Mandy Bartholomew

Business Ed Vocational Endorsement (7-12)

Marketing

Business Technology (7-12)

O405000

Rogers Public

School District

1Kristen Winn


Special Education Resource

5805000

Russellville

Public School

District

3Bryan Jernigan


Coaching (7-12)


MidChSci/Math (4-8)

Codey Mann


Coaching (7-12)

Joshua Edgin


Coaching (7-12)


MidChSci/Math (4-8)

5607000

Weiner Public

School District

1Johnny Taylor


Health

Coaching (7-12)

1803000

West

Memphis

Public School

District

1Margaret Lane


Career Orientation

Elementary (1-6)


Page 8

LENGTH OF

TIME

TEACHING

OUT OF AREA

2005-2006

2005-2006

2005-2006

2005-2006

2005-2006

2005-2006

2005-2006

2005-2006

2005-2006


Page 9

LEA

NAME OF

DISTRICT

# OF

WAIVERS

NAME OF

TEACHER(S)



ASSIGNMENT

OUT OF AREA

ADMIN

ASSIGNMENT

Total # of

School

Districts

Total # of

Waivers

15

33


Page 10

LENGTH OF

TIME

TEACHING

OUT OF AREA


Page 11

LEA

NAME OF

DISTRICT

# OF

WAIVERS

NAME OF

TEACHER(S)



ASSIGNMENT

OUT OF AREA

ADMIN

ASSIGNMENT


Page 12

LENGTH OF

TIME

TEACHING

OUT OF AREA


Page 13

LEA

NAME OF

DISTRICT

# OF

WAIVERS

NAME OF

TEACHER(S)



ASSIGNMENT

OUT OF AREA

ADMIN

ASSIGNMENT


Page 14

LENGTH OF

TIME

TEACHING

OUT OF AREA


Page 15

LEA

NAME OF

DISTRICT

# OF

WAIVERS

NAME OF

TEACHER(S)



ASSIGNMENT

OUT OF AREA

ADMIN

ASSIGNMENT


Page 16

LENGTH OF

TIME

TEACHING

OUT OF AREA


Page 17

LEA

NAME OF

DISTRICT

# OF

WAIVERS

NAME OF

TEACHER(S)



ASSIGNMENT

OUT OF AREA

ADMIN

ASSIGNMENT


Page 18

LENGTH OF

TIME

TEACHING

OUT OF AREA


Page 19

LEA

NAME OF

DISTRICT

# OF

WAIVERS

NAME OF

TEACHER(S)



ASSIGNMENT

OUT OF AREA

ADMIN

ASSIGNMENT


Page 20

LENGTH OF

TIME

TEACHING

OUT OF AREA


Page 21

LEA

NAME OF

DISTRICT

# OF

WAIVERS

NAME OF

TEACHER(S)



ASSIGNMENT

OUT OF AREA

ADMIN

ASSIGNMENT


Page 22

LENGTH OF

TIME

TEACHING

OUT OF AREA


Page 23

LEA

NAME OF

DISTRICT

# OF

WAIVERS

NAME OF

TEACHER(S)



ASSIGNMENT

OUT OF AREA

ADMIN

ASSIGNMENT


Page 24

LENGTH OF

TIME

TEACHING

OUT OF AREA


Page 25

LEA

NAME OF

DISTRICT

# OF

WAIVERS

NAME OF

TEACHER(S)



ASSIGNMENT

OUT OF AREA

ADMIN

ASSIGNMENT


Page 26

LENGTH OF

TIME

TEACHING

OUT OF AREA


Page 27

LEA

NAME OF

DISTRICT

# OF

WAIVERS

NAME OF

TEACHER(S)



ASSIGNMENT

OUT OF AREA

ADMIN

ASSIGNMENT


Page 28

LENGTH OF

TIME

TEACHING

OUT OF AREA


Page 29

LEA

NAME OF

DISTRICT

# OF

WAIVERS

NAME OF

TEACHER(S)



ASSIGNMENT

OUT OF AREA

ADMIN

ASSIGNMENT


Page 30

LENGTH OF

TIME

TEACHING

OUT OF AREA


Page 31

LEA

NAME OF

DISTRICT

# OF

WAIVERS

NAME OF

TEACHER(S)



ASSIGNMENT

OUT OF AREA

ADMIN

ASSIGNMENT


Page 32

LENGTH OF

TIME

TEACHING

OUT OF AREA


Page 33

LEA

NAME OF

DISTRICT

# OF

WAIVERS

NAME OF

TEACHER(S)



ASSIGNMENT

OUT OF AREA

ADMIN

ASSIGNMENT


Page 34

LENGTH OF

TIME

TEACHING

OUT OF AREA


Page 35

LEA

NAME OF

DISTRICT

# OF

WAIVERS

NAME OF

TEACHER(S)



ASSIGNMENT

OUT OF AREA

ADMIN

ASSIGNMENT


Page 36

LENGTH OF

TIME

TEACHING

OUT OF AREA


Page 37

LEA

NAME OF

DISTRICT

# OF

WAIVERS

NAME OF

TEACHER(S)



ASSIGNMENT

OUT OF AREA

ADMIN

ASSIGNMENT

Total # of

School

Districts

Total # of

Waivers

41

166


Page 38

LENGTH OF

TIME

TEACHING

OUT OF AREA

ACT 1623/MONTHLY REPORT

NOVEMBER - DECEMBER 2004

2004-2005 SCHOOL YEAR

Monthly Total of School Districts

Waivers Requested

Total of School Districts Requesting Waivers

Total Waivers Requested

The following School Districts in Academic Distress Requested Waivers Under Act 1623

School District Requesting Waiver

Level of Academic Distress

Number of Waiver

Subject Areas and Level

ACT 1623/ Monthly Report June 12, 2006

2005 - 2006 School Year

Monthly Total # of School Districts with

Waivers Denied

1

# of Waivers Requested

and Denied

1

Total of School Districts with Waiver

Requests Denied

38

Total # of Waivers Requested

and Denied

71

The Following School Districts in Academic Distress Requested Waivers Under Act 1623

Monthly Total of

School Districts

15

# of Waiver

Requests Recommended

33

Total of School Districts

Requesting Waivers

177

Total # of Waivers

Requested Recommended

871

School District

Requesting Waiver

Number of Waivers Subject Areas and Level

None 0

N/A

1

Section 1 Revolving Loans to School Districts

Pursuant to Arkansas Code Annotated (A. C. A.) § 6-20-802, school districts may borrow from the Revolving Loan Program for any of the following purposes: (1) Funding of its legally issued and outstanding postdated warrants; (2) Purchase of new or used school buses or refurbishing school buses; (3) Payment of premiums on insurance policies covering its school buildings,

facilities, and equipment in instances where the insurance coverage extends three (3) years or longer; and replacement of or payment of the district’s pro rata part of the expense of employing professional appraisers as authorized by §§ 26-26-601 through 26-26-607 or other laws providing for the appraisal or reappraisal and assessment of property for ad valorem tax purposes;

(4) Making major repairs and constructing additions to existing school buildings and facilities;

(5) Purchase of surplus buildings and equipment; (6) Purchase of school sites for and the cost of construction thereon of school

buildings and facilities and the purchase of equipment for the buildings; (7) Purchase of its legally issued and outstanding commercial bonds at a

discount provided that a substantial savings in gross interest charges can thus be effected;

(8) Refunding of all or any part of its legally issued and outstanding debt, both funded and unfunded;

(9) Purchase of equipment; (10) Payment of loans secured for settlement resulting from litigation against a

school district; (11) The purchase of energy conservation measures as defined in Title 6,

Chapter 20, Subchapter 4; and (12) (A) The maintenance and operation of the school district in an amount

equal to delinquent property taxes resulting from bankruptcies or receiverships of taxpayers and for loans to school districts in an amount equal to insured facility loss or damage when the insurance claim is being litigated or arbitrated. (B) For purposes of this subdivision, the loans become payable and due

when the final settlement is made, and the loan limits prescribed by § 6-20-803 shall not apply.

2

The maximum amount a school district may borrow is $500,000 (A. C. A. § 6-20-803). Revolving loans are limited to a term of ten (10) years (A. C. A. § 6-20-806).

3

STATE BOARD OF EDUCATION MEETING

JUNE 12, 2006

APPLICATIONS FOR REVOLVING LOANS

REVOLVING LOAN APPLICATIONS:

1 Construction $ 140,000.00

2 School Bus 110,114.00

__ ___________

3 $ 250,114.00

4

SCHOOL D

ISTRIC

TS FIN

ANCIA

L TRANSACTIO

NS

REVOLVING LOANS

CONSTRUCTIO

N

RECOMMEND APPROVAL

DIS

TRIC

T

COUNTY

ADM

AMOUNT O

F

APPLIC

ATIO

N

DEBT

RATIO

TOTAL D

EBT W

/THIS

APPLIC

ATIO

N

PURPOSE

Greenland

Washington

1,097

140,000.00

10.01%

5,982,544 Purchase of property and repair to street and

parking areas.

5

SCHOOL D

ISTRIC

TS FIN

ANCIA

L TRANSACTIO

NS

REVOLVING LOANS

SCHOOL BUS

RECOMMEND APPROVAL

DIS

TRIC

T

COUNTY

ADM

AMOUNT O

F

APPLIC

ATIO

N

DEBT

RATIO

TOTAL D

EBT W

/THIS

APPLIC

ATIO

N

PURPOSE

Hartford

Sebastian

430

60,214.00

2.33%

431,896 Purchasing a new school bus.

Horatio

Sevier

813

49,900.00

8.03%

1,934,711 Purchasing a 72 passenger Bluebird school bus.

6

Section 2 Second Lien Bonds

Arkansas Code Annotated (A. C. A.) § 6-20-1229 (b) states the following: (b) All second-lien bonds issued by school districts shall have semi-annual interest payments with the first interest payment due within eight (8) months of the issuance of the second-lien bond. All second lien bonds shall be repaid on payment schedules that are either:

(1) Equalized payments in which the annual payments are substantially equal in amount; or

(2) Decelerated payments in which the annual payments decrease over the life of the schedule.

7


JUNE 12, 2006

APPLICATIONS FOR COMMERCIAL BONDS

COMMERCIAL BOND APPLICATIONS:

8 2nd Lien $ 16,365,000.00

__ ____________

8 $ 16,365,000.00

8

SCHOOL D

ISTRIC

TS FIN

ANCIA

L TRANSACTIO

NS

COMMERCIA

L BONDS

2ND LIE

N

RECOMMEND APPROVAL

DIS

TRIC

T

COUNTY

ADM

AMOUNT O

F

APPLIC

ATIO

N

DEBT

RATIO

TOTAL D

EBT W

/THIS

APPLIC

ATIO

N

PURPOSE

Bradford

White

531

585,000

7.55%

1,420,000

District’s share of an Academic Facility Project of an

addition that will house an elementary physical

education facility and art, choir, and band

classrooms ($557,010), cost of issuance and

underwriter’s

discount

($27,990)

with any

remaining funds to be used for refurbishing

remodeling, and equipping existing school facilities.

Farmington

Washington

1,958

650,000

15.55%

16,955,000 Acquiring land for school facilities ($615,000) and

cost of issuance and underwriter’s

discount

($35,000)

Fort Smith

Sebastian

12,830

6,625,000

2.85%

31,885,563 Constructing, renovating, and equipping school

facilities ($6,500,000), and cost of issuance and

underwriter’s discount ($125,000).

Lavaca

Sebastian

851

1,600,000

14.90%

6,218,217 Constructing an addition to a new high school

($1,535,000)

and

cost

of

issuance

and


Mineral Springs

Howard

618

220,000

9.54%

2,833,333

Constructing and equipping a combined band hall

and physical education facility ($200,000) and cost

of issuance and underwriter’s discount ($20,000)

with any remaining funds to be used for other

projects and equipment purchases.

Prairie Grove

Washington

1,506

1,550,000

15.36%

12,110,000

The district’s share of an Academic Facility Project

for erecting and equipping additional classrooms,

restrooms, custodial area, and administrative

offices to the Middle School; erecting and equipping

additional classrooms, restrooms, and custodial

area to the existing Elementary School; erecting

and equipping additional classrooms to the existing

High School ($1,239,370); refurbishing remodeling,

and equipping existing school facilities ($255,430)

and for cost of issuance and underwriter’s discount

($55,200).

9

Van Buren

Crawford

5,514

5,000,000

19.84%

60,740,000 Constructing, renovating, and equipping school

facilities ($4,885,000) and for cost of issuance and


Weiner

Poinsett

361

135,000

3.34%

1,192,242 Replacing the roof on the gymnasium ($125,000)

and cost of issuance and underwriter’s discount

($10,000).

10

Section 3 Voted Bonds

Arkansas Code Annotated (A. C. A.) § 6-20-1201 states the following:

All school districts are authorized to borrow money and to issue negotiable bonds for the repayment thereof from school funds for the building and equipping of school buildings, for making additions and repairs thereto, for purchasing sites therefore, for purchasing new or used school buses, for refurbishing school buses, the professional development and training of teachers or other programs authorized under the federally recognized Qualified Zone Academy Bond program codified at 26 U.S.C. 1397E, and for paying off outstanding postdated warrants, installment contracts, revolving loans, and lease-purchase agreements, as provided in this act.

11


JUNE 12, 2006

APPLICATIONS FOR COMMERCIAL BONDS

COMMERCIAL BOND APPLICATIONS:

2 Voted $ 8,530,000.00

__ _____________

2 $ 8,530,000.00

12

SCHOOL D

ISTRIC

TS FIN

ANCIA

L TRANSACTIO

NS

COMMERCIA

L BONDS

VOTED

RECOMMEND APPROVAL

DIS

TRIC

T

COUNTY

ADM

AMOUNT O

F

APPLIC

ATIO

N

DEBT

RATIO

TOTAL D

EBT W

/THIS

APPLIC

ATIO

N

PURPOSE

East End

Perry

729

300,000

15.02%

4,000,796

Refunding the outstanding lease purchase

agreements

dated

2/14/05

and

4/28/04

($175,250), refurbishing and remodeling existing

school facilities ($109,750), and cost of issuance

and underwriter’s discount ($15,000).

Trumann

Poinsett

1,740

8,230,000

11.33%

8,387,626

Refunding the outstanding bond issue dated

11/1/03 ($1,500,729); the districts share of the

Academic Facility Project of erecting and equipping

a new high school facility ($6,521,461); and for

cost of issuance and underwriter’s

discount

($207,810).

Recommended Student Community Service Sites

Act 648 Increment 17

Service Site City/Town County School District

Milam Cattle Company Prescott, AR Nevada Prescott School District

Mid America Museum Hot Springs Garland Garland Co. School District

Area 10 Special Olympics Benton Saline/Garland/Clark/Pike & Hot Springs, Clark, Pike,

Montgomery & Montgomery Schs

Natural Resources Conservation Ash Flat Sharp Cave City School District

Services

The Maples at HAR-BER Springdale Washington Springdale School District

Meadows

2006-2007 Arkansas Better Chance Program Round #1 Recommendations for Renewal

ABC Children's Academy Russellville Dana Davis 160 704,000$

Academy of Learning Pine Bluff Pamela Neal 40 176,000$

Arch Ford Educ Svc Cooperative Plumerville Judy Clay 20 88,000$

Ark. Children's Hospital Child Enrichment Little Rock Joyce Turley 20 88,000$ Must enroll 100% by 9/30/06 to keep slots.

Ark. Children's Hospital-Quitman HIPPY Little Rock Barbara Gilkey 54 84,078$

Arkansas HIPPY Little Rock Barbara Gilkey 348,160$ MONITORING OF HIPPY ABC PROGRAMS

Arkansas State University Jonesboro JoAnn Nalley 1,293,821$ QUALITY MONITORING/ASSESSMENT MENTORING

Augusta School District Augusta Paulette Shields 60 264,000$ Must change curriculum in 2007.

Barton School District Lexa Kenneth Murphree 20 88,000$

Batesville School District Batesville Mavis Elrod 130 572,000$

Batesville School District PAT Batesville Joy Smith 45 70,065$

Black River Area Development Center Pocahontas Barbara Sisco 51 224,400$

Bradford School District Bradford Kathy Kohl 20 88,000$

Bright Beginnings Siloam Springs Debbie Mays 9 39,600$

Brookland School District Brookland Carlene Brewer 61 268,400$ No more than 20 children per room.

Bryant School District HIPPY Bryant Cindy Rowlan 30 46,710$

Carlisle School District Carlisle M. Zimmerman 40 176,000$

Cave City School District Cave City Beverly Wright 40 176,000$

Cedar Ridge School District Oil Trough Jane McBride 74 325,600$

Cedar Ridge School District PAT Oil Trough Jane McBride 20 31,140$

Centers for Youth and Families Little Rock Jan Sims 34 149,600$

Child of Mine Marked Tree Sherrie Hall 40 176,000$ Maintain prescribed staff-child ratios.

Children of Light Child Dev Center N. Little Rock Noni Harville 40 176,000$

Circle of Love Child Dev Center Heber Springs Candice Martin 20 88,000$ Maintain prescribed staff-child ratios.

Clarendon School District Clarendon Monica Gray 18 79,200$

Clinton School District Clinton Lisa Manos 40 176,000$

Concord School District Concord Meagan Spinks 60 264,000$

Des Arc School District HIPPY Des Arc Dee Parson 90 140,130$

Drew Central School District Monticello Mike Johnston 60 264,000$

Dumas School District Dumas Mildred Miles 15 66,000$

Emmanuel Learning Center for Children Jacksonville Berlinda Helms 20 88,000$ Maintain prescribed staff-child ratios.

EOA of Washington County Fayetteville Kathleen Randall 22 96,800$

ContactCity

Ce

nte

r-B

as

ed

AGENCY

Slots Funded

Fa

mil

y-H

om

e

Ba

se

d

Comments/Conditions

Pa

ren

ts a

s

Te

ac

he

rs

HIP

PY

Funding

Amount

Revised 05/30/2006 at 12:43 PM


ContactCity

Ce

nte

r-B

as

ed

AGENCY

Slots Funded

Fa

mil

y-H

om

e

Ba

se

d

Comments/Conditions

Pa

ren

ts a

s

Te

ac

he

rs

HIP

PY

Funding

Amount

Fayetteville School District Fayetteville Karen McGee 15 66,000$

First Presbyterian Church CCC, Inc. Warren Rosario Miranda 40 176,000$

Flippin School District Flippin Karen Karr 60 264,000$

Forrest City School District Forrest City Vivian Ryan 140 616,000$

Forrest City School District HIPPY Forrest City Vivian Ryan 108 168,156$

Frank C. Steudlein Learning Center West Memphis Cindy Cloyd 40 176,000$

Greene Co. Technical School District Paragould Danielle Perkins 110 484,000$

Hamburg School District Hamburg Marilyn Chambers 140 616,000$

Helping Hand Batesville Dana Mynatt 20 88,000$

Hermitage School District Hermitage Carla Wardlaw 38 167,200$ Developmental screens within 45 days of enrollment.

Hoxie School District Hoxie Sherry Hart 30 132,000$

Hugs & Tugs Family Home Day Care Hardy Candice Jackson 13 57,200$

Izard Co. Consolidated School District Brockwell Tina Fowler 30 132,000$

Jefferson Comprehensive Care PAT Pine Bluff Elaine Davis 81 126,117$

Jonesboro School District Jonesboro Michelle Curtis 50 220,000$

Kids Place Learning Center Jonesboro Gina Deuter 40 176,000$

Mainstreet Kids Shirley Gaya Franks 50 220,000$

Mammoth Spring School District Mammoth Spring Janet Smoot 20 88,000$

Marion School District Marion Glenda Bryan 30 132,000$

Marmaduke School District Marmaduke Lorie Long 28 123,200$ Health screenings within 45 days of enrollment.

Melbourne School District Mt. Pleasant Crystal Williams 18 79,200$

Midland School District Floral Janet Canard 60 264,000$

Mineral Springs School District Mineral Springs Max Adcock 40 176,000$

Mountain View School District Mountain View Rowdy Ross 60 264,000$

Ouachita Industries Child Enrichment Cr Kathy Holliday Camden 20 88,000$

Palestine-Wheatley School District Palestine Lisa Alldredge 30 132,000$

Pangburn School District Pangburn Kelly Davis 27 118,800$

Paragould School District Paragould Vicki Shelby 25 110,000$

Paris School District Paris Anne Sneed 140 616,000$

Play School Day Care Center Harrisburg Donna Massengill 115 506,000$ Must utilize child-initiated curriculum.

Pocahontas School District Pocahontas Kathie Adkins 40 176,000$

Pulaski Co. Spec School Dist. HIPPY Little Rock Kathy Kemp 135 210,195$

Revised 05/30/2006 at 12:43 PM


ContactCity

Ce

nte

r-B

as

ed

AGENCY

Slots Funded

Fa

mil

y-H

om

e

Ba

se

d

Comments/Conditions

Pa

ren

ts a

s

Te

ac

he

rs

HIP

PY

Funding

Amount

Rogers School District Rogers Karen Benham 180 792,000$

Rogers School District HIPPY Rogers Linda Russell 92 143,244$

Rose Bud School District Rose Bud Amanda Wingert 17 74,800$

Rutgers University-NIEER Brunswick, NJ Dr. Steven Barnett 270,000$ MANDATED LONGITUDINAL STUDY

SE Arkansas Community Based Educ Cr Warren Audrey Raines 100 440,000$ Submit staff progress reports on time.

Searcy County School District Marshall Patti Bohannon 40 176,000$

Sheridan School District Sheridan Brenda Haynes 80 352,000$

Siloam Springs School District Siloam Springs Cindy Covington 20 88,000$

Smackover School District Smackover Teri Philyaw 40 176,000$

Small World Preschool of Mtn. Home Mountain Home N. Hammontree 25 110,000$ Submit staff progress reports on time.

Snuggle Bugs Learning Center Siloam Springs Tina Bell 16 70,400$ Must change curriculum in 2007.

South Side Bee Branch School District Bee Branch Tracy McDaniel 20 88,000$

Southside School District Batesville Dawn Jeffrey 50 220,000$

Southside School District HIPPY Batesville Lori Satterwhite 74 115,218$

Springdale School District Springdale Dr. Marsha Jones 360 1,584,000$

Tender Loving Care Early Learning Ctr Searcy Karen Marshall 60 264,000$

Texarkana School District Texarkana Dr. Arthur Tucker 100 440,000$ Must have training on minimum licensing standards.

Valley View School District Jonesboro Cheryl Cain 20 88,000$

West Memphis School District West Memphis Annette Frazier 40 176,000$

West Memphis School District HIPPY West Memphis Gary Adams 150 233,550$

West Side-Greers Ferry SD HIPPY Greers Ferry Julan Wood 27 42,039$

White River Preschool Calico Rock Christine Franks 20 88,000$

Wilbur D. Mills Educ Svc Coop HIPPY Searcy Paddy Branham 701 1,091,457$

3,746 25 1,461 146 21,006,480$

5,378

Revised 05/30/2006 at 12:43 PM

English Language Proficiency Framework and

English Language Arts Connections

for

Speaking, Listening, Reading and Writing

and

Mathematics Connections

Spring 2006

English Language Profic

iency Framework

Strands C

ontent Standard

Listening

1. Listening

Students shall demonstrate effective

listening skills in form

al a

nd in

form

al s

ettings to facilitate communicatio

n.

Speaking

2. Speaking


oral c

ommunicatio

n skills to exp

ress ideas and to prese

nt inform

atio

n.

Reading

3. Foundations of

R

eading

Students shall apply conce

pts of print, acquire knowledge of spoken words and understand the relatio

nship of

speech to print as they deve

lop a foundation for literacy.

4. Comprehension

Students shall apply a variety of strategies to read and comprehend printed m

aterial.

5. Variety of text

Students shall read, exa

mine, and respond to a wide range of texts for a variety of purposes.

6. Vocabulary,

Word Study and

Fluency

Students shall acquire and apply skills in

vocabulary deve

lopment and word analysis to be able to read fluently.

Writing

7. Process

Students shall employ a wide range of strategies as they write, using the writing process appropriately.

8. Purpose

, Topics,

Form

s and

Audiences

Students shall demonstrate competency in writing for a variety of purposes, topics and audiences employing a

wide range of form

s.

9. Conve

ntions

Students shall apply knowledge of Standard English conve

ntio

ns in

written work.

10. Craftsm

anship

Students shall deve

lop personal style and voice as they approach the craftsm

anship of writin

g.

Refer to the Appendix for the Student Profic

iency Leve

l desc

riptio

ns

English Language Proficiency Framework

for

Listening

Spring 2006

1

Arkansas D

epartment of Education


Listening


iency Framework

Strands C

ontent Standard

Listening

1. Listening



al a

nd in

form

al s


n

Speaking

2. Speaking


oral c

ommunicatio

n skills to exp


nt inform

atio

n

Reading

3. Foundations of

R

eading


pts of print, acquire knowledge of spoken words, and understand the relatio

nship of


lop a foundation for literacy

4. Comprehension


aterial

5. Variety of text


mine, and respond to a wide range of texts for a variety of purposes

6. Vocabulary,

Word Study and

Fluency


vocabulary deve

lopment and word analysis to be able to read fluently

Writing

7. Process


8. Purpose

, Topics,

Form

s and

Audiences

Students shall demonstrate competency in writing for a variety of purposes, topics, and audiences employing a

wide range of form

s

9. Conve

ntions


ntio

ns in

written work.

10. Craftsm

anship

Students shall deve


anship of writin

g.

Refer to the Appendix for the Student Profic

iency Leve

l desc

riptio

ns

2

Arkansas D



Listening

K-2

Listening

Standard 1: Students shall demonstrate effective listening skills in

form

al and inform

al s

ettings to facilitate communication

Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPL.1.K-2.1

Demonstrate active

listening behaviors

adjusting to various

speakers

Demonstrate active

listening behaviors


speakers (i.e

. facing

the speaker, m

aking

eye

contact,

maintaining attentio

n,

and taking turns to

speak)

Demonstrate active

listening behaviors


speakers (i.e

. facing

the speaker, m

aking

eye

contact,


n,

and taking turns to

speak)

Demonstrate active

listening behaviors


speakers (i.e

. facing

the speaker, m

aking

eye

contact,


n,

and taking turns to

speak)

Demonstrates active

listening behaviors


speakers (i.e

. facing

the speaker, m

aking

eye

contact,


n,

and taking turns to

speak)

Demonstrate active

listening behaviors


speakers (i.e

. facing

the speaker, m

aking

eye

contact,


n,

and taking turns to

speak)

OV.2.K.1

OV.2.1.1

OV.2.2.1

ELPL.1.K-2.2

Listen and id

entify

details that support

the topic

Listen and id

entify -

comprehension of

topic by resp

onding

nonve

rbally

- key vo

cabulary with

support

Listen and id

entify -

comprehension of

topic with one or two

word responses

- key vo

cabulary

Listen and id

entify -

comprehension of

topic by resp

onding

with sim

ple phrases

- key vo

cabulary

Listen and id

entify


the topic using

sim

ple sentences to

respond

Listen and id

entify


the topic

OV.2.K.2

OV.2.1.2

OV.2.2.2

ELPL.1.K-2.3

Follo

w m

ultiple-

step oral d

irectio

ns

and m

onito

r for

clarity

Follo

w one-step oral

directions using

visual c

ues

Follo

w one-step oral

directions

Follo

w m

ost multiple-

step oral d

irectio

ns

Follo

w m

ultiple-step

oral directions and

monito

r for clarity

Follo

w m

ultiple-step

oral directions and

monito

r for clarity

OV.2.K.3

OV.2.1.3

OV.2.2.3

Information and understanding

ELPL.1.K-2.4

Demonstrate

understanding of

language structures

NA

Demonstrate basic

understanding of

single words or

sim

ple phrases using

recombinatio

n

Demonstrate basic

understanding of

sim

ple sentences

using recombination

Demonstrate

understanding of

sim

ple and complex

sentence

s using

recombinatio

n

Demonstrate

understanding of

sim

ple and complex

sentence

s using

recombinatio

n

3

Arkansas D



Listening

K-2

Listening


form

al and inform

al s


Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPL.1.K-2.5

Demonstrate

understanding of

increasingly

complex and

content-related

vocabulary

Demonstrate

understanding of

vocabulary related to

basic needs

Demonstrate

understanding of


personal interests

and familiar topics

Demonstrate

understanding of

most standard

vocabulary use

d by

teach

ers and peers

Demonstrate

understanding of

most age-appropriate

vocabulary (including

idioms, slang,

transitional words,

connectors)

Demonstrate

understanding of



idioms, slang,

transitional words,

connectors)

Understand vocabulary

ELPL.1.K-2.6

Demonstrate

understanding of

tense

NA

Begin to understand

tense

when use

d

with adve

rbials and

teach

er su

pport

Begin to understand

sim

ple tense without

adve

rbials

Begin to demonstrate

understanding of

tense

Demonstrate

understanding of

tense

4

Arkansas D



Listening

K-2

Listening


form

al and inform

al s


Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

Respond to questions

ELPL.1.K-2.7

Respond to

complex and

content related

questions about

newly learned

inform

atio

n

Respond to sim

ple

questions non-verbally

Respond to sim

ple

questions with one

or two word answers

or short phrase

s

Respond to sim

ple

and some complex

questions with short

sentence

s

Respond to

increasingly complex

questions

Respond to complex

and content related

questions about

newly learned

inform

atio

n (e.g.

compare/contrast)

Respond to literature

ELPL.1.K-2.8

Listen and respond

to a variety of

literary genres from

diverse cultu

res

Listen to lite

rature from

diverse cultu

res and

respond appropriately

using non-verbal

responses in

cluding

identifying characters

and sequence

of

eve

nts

Listen to lite

rature

from diverse cultures

and respond

appropriately using

one or two word

phrase

s (e.g.,

retelling,

dramatizing)

Listen to lite

rature


and respond

appropriately,

including predictin

g,

connectin

g,

questioning, and

discuss

ing the text

using sim

ple

sentence

s

Listen to lite

rature


and respond

appropriately,

including predictin

g,

connectin

g,

questioning,

summarizing and

discuss

ing the text

Listen to lite

rature


and respond

appropriately,

including predictin

g,

connectin

g,

questioning,

summarizing and

discuss

ing the text

OV.2.K.4

OV.2.K.5

OV.2.1.4

OV.2.2.4

ELPL.1.K-2.9

Listen for specific

inform

atio

n in

order

to resp

ond with

appropriate

feedback

Listen for familiar

language to acquire

new vocabulary and

respond nonve

rbally

Listen for key words

and phrase

s to

respond

appropriately

Listen for specific

inform

atio

n in

order

to resp

ond with

appropriate feedback

Listen for specific

inform

atio

n in

order

to resp

ond with


Listen for specific

inform

atio

n in

order

to resp

ond with


OV.2.K.6

OV.2.1.5

OV.2.2.5

Critical analysis and evaluation

ELPL.1.K-2.10

Eva

luate a

perform

ance by

giving an opinion

with evidence

to

support it

Eva

luate a

perform

ance by giving

an opinion nonve

rbally

Eva

luate a

perform

ance by

giving an opinion

with one or two word

phrase

s as evidence

to support it

Eva

luate a

perform

ance by

giving an opinion

with evidence

to

support it

Eva

luate a

perform

ance by

giving an opinion

with evidence

to

support it

Eva

luate a

perform

ance by

giving an opinion

with evidence

to

support it

OV.2.1.6

OV.2.2.6

5

Arkansas D



Listening

K-2

Listening


form

al and inform

al s


Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

Social conversations

ELPL.1.K-2.11

Understand and

show interest in

conve

rsations on a

range of familiar

and unfamiliar

topics and in

a

variety of se

ttings

Understand and

show interest in

short, lim

ited social

exchanges using

visual c

ues with

peers and teachers

Understand and

show interest in

short, lim

ited social

exchanges with

peers and teachers

Understand and

show interest in

highly contextualized

conve

rsations on

familiar topics

Understand and

show interest in m

ost

conve

rsations on

familiar topics

Understand and

show interest in

conve

rsations on a

range of familiar and

unfamiliar topics and

in a variety of

settings

Academic conversations

ELPL.1.K-2.12

Understand

conve

rsations on a

range of familiar

and unfamiliar

academic topics

and in

a variety

academic of

settings

Understand short,

limited academic

exchanges using

visual c

ues with

peers and teachers

Understand short,

limited academic

exchanges with

peers and teachers

Understand highly

contextualized

conve

rsations on

familiar aca

demic

topics

Understand m

ost

conve

rsations on

familiar aca

demic

topics

Understand

conve

rsations on a


unfamiliar academic

topics and in

a

variety academic of

settings

6

Arkansas D



Listening

3-5

Listening


form

al and inform

al s


Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPL.1.3-5.1

Demonstrate

active

listening

behaviors

adjusting to

various speake

rs

Demonstrate active

listening behaviors


speakers (e.g. facing

the speaker, m

aking

eye

contact,


n,

and taking turns to

speak)

Demonstrate active

listening behaviors


speakers (e.g. facing

the speaker, m

aking

eye

contact,


n,

and taking turns to

speak)

Demonstrate active

listening behaviors


speakers (e.g. simple

questions)

Demonstrate active

listening behaviors


speakers (e.g.

content-appropriate

questions)

Demonstrate active

listening behaviors


speakers (e.g.

content-appropriate

questions)

OV.2.3.1

OV.2.4.1

OV.2.5.1

OV.2.5.4

ELPL.1.3-5.2

Listen and

summarize

inform

atio

n

Listen and

summarize

pictorially

Listen and

summarize

pictorially

using short phrases

Listen and

summarize

inform

atio

n

Listen and

summarize

inform

atio

n using

complete sentences

most of the tim

e

Listen and

summarize

inform

atio

n using

complete sentences

most of the tim

e

OV.2.3.2

OV.2.5.2


ELPL.1.3-5.3

Listen and

eva

luate

inform

atio

n

NA

Listen and eva

luate

inform

atio

n with one

or two word phrases

Listen and eva

luate

inform

atio

n with

sim

ple phrases

Listen and eva

luate

inform

atio

n

Listen and eva

luate

inform

atio

n

OV.2.4.2

OV.2.5.2

7

Arkansas D



Listening

3-5

Listening


form

al and inform

al s


Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPL.1.3-5.4

Follo

w m

ultiple-

step oral d

irectio

ns

and m

onito

r for

clarity

Follo

w one-step oral

directions with visual

cues

Follo

w one-step oral

directions

Follo

w m

ost multiple-

step oral d

irectio

ns

Follo

w m

ultiple-step

oral directions and

monito

r for clarity

Follo

w m

ultiple-step

oral directions and

monito

r for clarity

OV.2.3.4

OV.2.4.3

ELPL.1.3-5.5

Demonstrate

understanding of

grade-leve

l content

presented orally

Listen to acq

uire new

vocabulary from oral

stories and verbal

inform

atio

n

Listen for specific

inform

atio

n from oral

stories and verbal

inform

atio

n

Identify the m

ain idea

and some details

from oral s

tories and

verbal inform

atio

n

Identify key co

nce

pts

and details from oral

stories and verbal

inform

atio

n

Demonstrate

understanding of

grade-leve

l content

presented orally

OV.2.3.3

OV.2.5.3


ELPL.1.3-5.6

Demonstrate

understanding of

language

structures

NA

Demonstrate basic

understanding of

single words or

sim

ple phrases using

recombinatio

n

Demonstrate basic

understanding of

sim

ple sentences

using recombination

Demonstrate

understanding of

sim

ple and complex

sentence

s using

recombinatio

n

Demonstrate

understanding of

sim

ple and complex

sentence

s using

recombinatio

n

8

Arkansas D



Listening

3-5

Listening


form

al and inform

al s


Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPL.1.3-5.7

Demonstrate

understanding of

increasingly

complex and

content-related

vocabulary

Demonstrate

understanding of


basic needs

Demonstrate

understanding of


personal interests

and familiar topics

Demonstrate

understanding of

most standard

vocabulary use

d by

teach

ers and peers

Demonstrate

understanding of


vocabulary including

idioms and slang

Demonstrate

understanding of


and content-related

vocabulary

OV.2.3.6

Understand Vocabulary

ELPL.1.3-5.8

Demonstrate

understanding of

tense

NA

Begin to understand

tense

when use

d with

adve

rbials and

teach

er su

pport

Begin to understand

sim

ple tense without

adve

rbials


understanding of

tense

Demonstrate

understanding of

tense

Respond to Questions

ELPL.1.3-5.9

Respond to

complex and

content related

questions about

newly learned

inform

atio

n

Respond to sim

ple

questions non-

verbally

Respond to sim

ple

questions with one or

two w

ord answers or

short phrases

Respond to sim

ple

and some complex

questions with short

sentence

s

Respond to


questions

Respond to complex

and content related

questions about

newly learned

inform

atio

n (e.g.

compare/contrast)


ELPL.1.3-5.10

Listen and respond

to a variety of

literary genres

from diverse

cultu

res

Listen to lite

rature


and id

entify

characters and

sequence

of eve

nts

non-verbally

Listen to lite

rature


and retell/dramatize

with one or two word

response

Listen to lite

rature


and retell with some

detail using sim

ple

sentence

s

Listen to lite

rature


and summarize

and

make

predictions

Listen to lite

rature


and summarize

and

make

predictions

9

Arkansas D



Listening

3-5

Listening


form

al and inform

al s


Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPL.1.3-5.11

Identify/infer the

purpose, content,

organizatio

n, and

delivery of ve

rbal

communication

and nonve

rbal

cues

Identify/infer the

purpose, content,

organizatio

n, and

delivery of ve

rbal

communication and

nonve

rbal cu

es using

nonve

rbal

communication skills

Identify/infer the

purpose, content,

organizatio

n, and

delivery of ve

rbal

communication and

nonve

rbal cu

es using

single words and

phrase

s

Identify/infer the

purpose, content,

organizatio

n, and

delivery of ve

rbal

communication and

nonve

rbal cu

es

Identify/infer the

purpose, content,

organizatio

n, and

delivery of ve

rbal

communication and

nonve

rbal cu

es

Identify/infer the

purpose, content,

organizatio

n, and

delivery of ve

rbal

communication and

nonve

rbal cu

es

OV.2.3.5

OV.2.4.4

OV.2.4.5


ELPL.1.3-5.12

Eva

luate a

perform

ance/

presentatio

n on the

basis of

predeterm

ined

criteria/rubric

deve

loped by the

class

Listen to a

perform

ance/

presentatio

n

Eva

luate a

perform

ance/

presentatio

n on the

basis of

predeterm

ined

criteria/rubric

deve

loped by the

class

Eva

luate a

perform

ance/

presentatio

n on the

basis of

predeterm

ined

criteria/rubric

deve

loped by the

class

Eva

luate a

perform

ance/

presentatio

n on the

basis of

predeterm

ined

criteria/rubric

deve

loped by the

class

Eva

luate a

perform

ance/

presentatio

n on the

basis of

predeterm

ined

criteria/rubric

deve

loped by the

class

OV.2.3.7

OV.2.4.6

OV.2.5.5

10

Arkansas D



Listening

3-5

Listening


form

al and inform

al s


Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection


ELPL.1.3-5.13

Understand

conve

rsations on a

range of familiar

and unfamiliar

topics and in

a

variety of se

ttings

Understand short,

limited social

exchanges using

visual c

ues, with

peers and teachers

Understand short,

limited social

exchanges with peers

and teach

ers

Understand highly

contextualized

conve

rsations on

familiar topics

Understand m

ost

conve

rsations on

familiar topics

Understand

conve

rsations on a



in a variety of settings


ELPL.1.3-5.14

Understand

conve

rsations on a

range of familiar

and unfamiliar

academic topics

and in

a variety of

academic settings

Understand short,

limited academic

exchanges using

visual c

ues with

peers and teachers

Understand short,

limited academic

exchanges with peers

and teach

ers

Understand highly

contextualized

conve

rsations on

familiar aca

demic

topics

Understand m

ost

conve

rsations on

familiar aca

demic

topics

Understand

conve

rsations on a


unfamiliar academic

topics and in

a variety

academic of se

ttings

11

Arkansas D



Listening

6-8

Listening


form

al and inform

al s


Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPL.1.6-8.1

Demonstrate

effective listening

skills by exh

ibiting

appropriate body

language

Demonstrate

effective listening

skills by exh

ibiting

appropriate body

language

Demonstrate

effective listening

skills by exh

ibiting

appropriate body

language

Demonstrate

effective listening

skills by exh

ibiting

appropriate body

language

Demonstrate

effective listening

skills by exh

ibiting

appropriate body

language

Demonstrate

effective listening

skills by exh

ibiting

appropriate body

language

OV.2.6.1

OV.2.6.4

OV.2.7.1

OV.2.7.4

OV.2.8.1

OV.2.8.4

ELPL.1.6-8.2

Follo

w complex

oral directions

invo

lving m

ultiple

options and

choices

Follo

w one-step oral

directions

Follo

w clear multiple-

step oral d

irectio

ns

Follo

w specific

multiple-step oral

directions

Follo

w specific

multiple-step oral

directions

Follo

w complex oral

directions in

volving

multiple optio

ns and

choices

ELPL.1.6-8.3

Listen and eva

luate

inform

atio

n

NA

Listen and eva

luate

inform

atio

n with one

or two word phrases

Listen and eva

luate

inform

atio

n with

sim

ple phrases

Listen and eva

luate

inform

atio

n

Listen and eva

luate

inform

atio

n

OV.2.6.2

OV.2.7.2

OV.2.8.2

ELPL.1.6-8.4

Respond to

complex and

content related

questions about

newly learned

inform

atio

n

Respond to sim

ple

questions non-

verbally

Respond to sim

ple


two w

ord answers or

short phrases

Respond to sim

ple

and some complex

questions with sim

ple

sentence

s

Respond to


questions

Respond to complex

and content related

questions about

newly learned

inform

atio

n (e.g.

compare/contrast)

OV.2.6.2

OV.2.7.2

OV.2.8.2


ELPL.1.6-8.5

Demonstrate

understanding of

language structures

NA

Demonstrate basic

understanding of

single words or

sim

ple phrases using

recombinatio

n

Demonstrate basic

understanding of

sim

ple sentences

using recombination

Demonstrate

understanding of

sim

ple and complex

sentence

s using

recombinatio

n

Demonstrate

understanding of

sim

ple and complex

sentence

s using

recombinatio

n

12

Arkansas D



Listening

6-8

Listening

Standard 1 Listening: Students shall demonstrate effective listening skills in

form

al a

nd inform

al s


n

Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPL.1.6-8.6

Listen for

inform

atio

n to

summarize

and

demonstrate

understanding of

grade-leve

l content

Listen to acq

uire new


stories and verbal

inform

atio

n

Listen for specific

inform

atio

n from oral

stories and verbal

inform

atio

n

Identify the m

ain idea

and some details

from oral s

tories and

verbal inform

atio

n

Identify key co

nce

pts

and details from oral

stories and verbal

inform

atio

n

Listen for inform

ation

to summarize

and

demonstrate

understanding of

grade-leve

l content

OV.2.6.3

OV.2.7.3

OV.2.8.3


ELPL.1.6-8.7

Analyze

and

eva

luate orally

presented lite

rature

Identify characters,

setting and plot from

orally presented

literature using

nonve

rbal cu

es



orally presented

literature

Identify use of literary

devices in passages

read orally (e.g.

rhym

ing and

alliteratio

n)


devices in passages

read orally (e.g.

rhym

ing and

alliteratio

n)

Analyze

and eva

luate

orally presented

literature

OV.2.6.5

OV.2.7.5

OV.2.8.5

Understanding Vocabulary

ELPL.1.6-8.8

Demonstrate

understanding of

tense

NA

Begin to understand

tense

when use

d

with adve

rbials and

teach

er su

pport

Begin to understand

sim

ple tense without

adve

rbials


understanding of

tense

Demonstrate

understanding of

tense

13

Arkansas D



Listening

6-8

Listening


form

al and inform

al s


Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection


ELPL.1.6-8.9

Understand

conve

rsations on a

range of familiar

and unfamiliar

topics and in

a

variety of se

ttings

Understand short,

limited social

exchanges using

visual c

ues with

peers and teachers

Understand short,

limited social

exchanges with

peers and teachers

Understand highly

contextualized

conve

rsations on

familiar topics

Understand m

ost

conve

rsations on

familiar topics

Understand

conve

rsations on a



in a variety of

settings


ELPL.1.6-8.10

Understand

conve

rsations on a

range of familiar

and unfamiliar

academic topics

and in

a variety

academic of

settings

Understand short,

limited academic

exchanges using

visual c

ues with

peers and teachers

Understand short,

limited academic

exchanges with

peers and teachers

Understand highly

contextualized

conve

rsations on

familiar aca

demic

topics

Understand m

ost

conve

rsations on

familiar aca

demic

topics

Understand

conve

rsations on a


unfamiliar academic

topics and in

a

variety academic of

settings

14

Arkansas D



Listening

9-12

Listening


form

al and inform

al s


Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPL.1.9-12.1

Analyze

how the

conve

ntio

ns of

English affect oral

exp

ressions

Listen to the

conve

ntio

ns of

English that affect

oral exp

ressions

Listen to the

conve

ntio

ns of

English that affect

oral exp

ressions

Begin to analyze

how

the conve

ntio

ns of

English affect oral

exp

ressions

Analyze

how the

conve

ntio

ns of

English affect oral

exp

ressions

Analyze

how the

conve

ntio

ns of

English affect oral

exp

ressions

OV.2.9.1

ELPL.1.9-12.2

Demonstrate

attentive, refle

ctive,

and critic

al listening

skills to respond to

and in

terpret the

speaker’s m

ess

age

Demonstrate

effective listening

skills by exh

ibiting

appropriate body

language

Demonstrate

effective listening

skills by exh

ibiting

appropriate body

language

Demonstrate

effective listening

skills by exh

ibiting

appropriate body

language

Demonstrate

attentive, refle

ctive,

and critic

al listening


and in

terpret the

speaker’s m

ess

age

Demonstrate

attentive, refle

ctive,

and critic

al listening


and in

terpret the

speaker’s m

ess

age

OV.2.9.4

OV.2.10.3

OV.2.11.1

OV.2.11.5

OV.2.12.1

OV.2.12.5

OV.2.12.6

ELPL.1.9-12.3

Follo

w complex

oral directions

invo

lving m

ultiple

options and

choices

Follo

w one-step oral

directions

Follo

w clear multiple-

step oral d

irectio

ns

Follo

w specific

multiple-step oral

directions

Follo

w specific

multiple-step oral

directions

Follo

w complex oral

directions in

volving

multiple optio

ns and

choices

Information, interpretation, critical analysis, and evaluation

ELPL.1.9-12.4

Demonstrate

understanding of

increasingly

complex and

content-related

vocabulary

Demonstrate

understanding of


basic needs

Demonstrate

understanding of


personal interests

and familiar topics

Demonstrate

understanding of

most standard

vocabulary use

d by

teach

ers and peers

Demonstrate

understanding of


vocabulary including

idioms and slang

Demonstrate

understanding of


and content-related

vocabulary

15

Arkansas D



Listening

9-12

Listening


form

al and inform

al s


Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPL.1.9-12.5

Respond to

complex and

content related

questions about

newly learned

inform

atio

n

Respond to sim

ple

questions non-

verbally

Respond to sim

ple


two w

ord answers or

short phrases

Respond to sim

ple

and some complex

questions with sim

ple

sentence

s

Respond to


questions

Respond to complex

and content related

questions about

newly learned

inform

atio

n (e.g.

compare/contrast)

ELPL.1.9-12.6

Listen and critiq

ue

releva

nce

and

effectiveness of

grade-leve

l oral

stories and

presentatio

ns

Listen to acq

uire new


stories and verbal

inform

atio

n

Listen for specific

inform

atio

n from oral

stories and verbal

inform

atio

n

Listen and id

entify

releva

nt inform

atio

n

from oral s

tories and

verbal inform

atio

n

Listen and critiq

ue

releva

nt inform

atio

n

from oral s

tories

and/or presentations

Listen and critiq

ue

releva

nce

and

effectiveness of

grade-leve

l oral

stories and

presentatio

ns

OV.2.9.2

OV.2.10.3

OV.2.11.4

OV.2.12.4


ELPL.1.9-12.7

Analyze

and

eva

luate orally

presented lite

rature



orally presented

literature using

nonve

rbal cu

es



orally presented

literature


devices in passages

read orally (e.g.

rhym

ing and

alliteratio

n)


devices in passages

read orally (e.g.

rhym

ing and

alliteratio

n)

Analyze

and eva

luate

orally presented

literature

OV.2.10.1

16

Arkansas D



Listening

9-12

Listening


form

al and inform

al s


Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPL.1.9-12.8

Identify

organizatio

nal

patterns

appropriate to

diverse situ

atio

ns,

such

as interviews,

debates, and

conve

rsations

Listen to a variety of

organizatio

nal

patterns appropriate

to diverse situations,

such

as interviews,

debates, and

conve

rsations

Listen to a variety of

organizatio

nal



such

as interviews,

debates, and

conve

rsations

Begin to id

entify

organizatio

nal



such

as interviews,

debates, and

conve

rsations

Identify

organizatio

nal



such

as interviews,

debates, and

conve

rsations

Identify

organizatio

nal



such

as interviews,

debates, and

conve

rsations

OV.2.9.3

OV.2.10.2

OV.2.11.2

OV.2.11.3

OV.2.12.2

OV.2.12.3


ELPL.1.9-12.9

Demonstrate

understanding of

language

structures

NA

Demonstrate basic

understanding of

single words or

sim

ple phrases using

recombinatio

n

Demonstrate basic

understanding of

sim

ple sentences

using recombination

Demonstrate

understanding of

sim

ple and complex

sentence

s using

recombinatio

n

Demonstrate

understanding of

sim

ple and complex

sentence

s using

recombinatio

n


ELPL.1.9-12.10

Demonstrate

understanding of

tense

NA

Begin to understand

tense

when use

d

with adve

rbials and

teach

er su

pport

Begin to understand

sim

ple tense without

adve

rbials


understanding of

tense

Demonstrate

understanding of

tense

17

Arkansas D



Listening

9-12

Listening


form

al and inform

al s


Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection


ELPL.1.9-12.11

Understand

conve

rsations on a

range of familiar

and unfamiliar

topics and in

a

variety of se

ttings

Understand short,

limited social

exchanges using

visual c

ues with

peers and teachers

Understand short,

limited social

exchanges with

peers and teachers

Understand highly

contextualized

conve

rsations on

familiar topics

Understand m

ost

conve

rsations on

familiar topics

Understand

conve

rsations on a



in a variety of

settings


ELPL.1.9-12.12

Understand

conve

rsations on a

range of familiar

and unfamiliar

academic topics

and in

a variety

academic of

settings

Understand short,

limited academic

exchanges using

visual c

ues with

peers and teachers

Understand short,

limited academic

exchanges with

peers and teachers

Understand highly

contextualized

conve

rsations on

familiar aca

demic

topics

Understand m

ost

conve

rsations on

familiar aca

demic

topics

Understand

conve

rsations on a


unfamiliar academic

topics and in

a

variety academic of

settings


for

Speaking

Spring 2006

1


Arkansas D


Speaking


iency Framework

Strands

Listening

1. Listening



al a

nd in

form

al s


n.

Speaking

2. Speaking


oral c

ommunicatio

n skills to exp


nt inform

atio

n.

Reading

3. Foundations of

R

eading


pts of print, acquire knowledge of spoken words and understand the relatio

nship of


lop a foundation for literacy.

4. Comprehension


aterial.

5. Variety of text


mine, and respond to a wide range of texts for a variety of purposes.

6. Vocabulary,

W

ord Study and

Fluency


vocabulary deve


Writing

7. Process


8. Purpose

, Topics,

Form

s and

Audiences

Students shall demonstrate competency in writing for a variety of purposes, topics and audiences employing a

wide range of form

s.

9. Conve

ntions


ntio

ns in

written work.

10. Craftsm

anship

Students shall deve


anship of writin

g.

2


Arkansas D


Speaking

K-2

Speaking

Standard 2: Students shall demonstrate effective oral communication skills to exp

ress

ideas and to prese

nt inform

ation

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPS.2.K-2.1

Identify, name

and desc

ribe

eve

ryday objects

using descriptive

vocabulary

Use nonve

rbal c

ues

to identify and

desc

ribe people,

place

s, things,

locations, sizes,

colors, shapes,

numbers, and actio

ns

Use lim

ited

desc

riptive

vocabulary to id

entify,

name and describe

familiar people,

place

s, things,

locations, sizes,

colors, shapes,

numbers, and actio

ns

Use descriptive

and

specific voca

bulary to

identify, name and

desc

ribe people,

place

s, things,

locations, sizes,

colors, shapes,

numbers, and actio

ns

Use m

ore desc

riptive

and specific

vocabulary to name

and desc

ribe people,

place

s, things,

locations, sizes,

colors, shapes,

numbers, and actio

ns

Use m

ore desc

riptive

and specific

vocabulary to name

and desc

ribe people,

place

s, things,

locations, sizes,

colors, shapes,

numbers, and actio

ns

OV.1.K.1

OV.1.1.1

OV.1.2.1

ELPS.2.K-2.2

Use singular and

plural nouns

appropriately in

speech

Use visual aids to

identify singular and

plural nouns

Ove

r generalize

singular and plural

nouns in speech

Begin to use singular

and plural nouns

appropriately in

speech

Use singular and

plural nouns

appropriately in

speech m

ost of the

time

Use singular and

plural nouns

appropriately in

speech m

ost of the

time

OV.1.1.2.

ELPS.2.K-2.3

Use syn

onym

s

and antonym

s

appropriately in

speech

Use visual aids to

identify syn

onym

s

and antonym

s

Begin to use common

syn

onym

s and

antonym

s, with

frequent errors

Use common

syn

onym

s and

antonym

s

appropriately in

speech, with some

errors

Use syn

onym

s and

antonym

s

appropriately in

speech m

ost of the

time

Use syn

onym

s and

antonym

s

appropriately in

speech m

ost of the

time

OV.1.2.2

Vocabulary

ELPS.2.K-2.4

Use correct tense

in speech

NA

Begin to use correct

tense

in speech

with

adve

rbials and

teach

er su

pport


sim

ple tense without

adve

rbials in

speech


tense

in speech

Use correct tense in

speech

3


Arkansas D


Speaking

K-2

Speaking


ress

ideas and to prese

nt inform

ation.

Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPS.2.K-2.5

Exp

ress like

s,

dislikes and

needs in

complete

sentence

s when

speaking

Use sim

ple phrases

to negotia

te m

eaning

(also for nonve

rbal

students,

pantomim

ing,

gestures, or drawing)

Exp

ress like

s, dislikes

and needs using

single words or

phrase

s

Exp

ress id

eas in

short complete

sentence

s

Exp

ress id

eas in

sim

ple complete

sentence

s when

speaking m

ost of the

time

Exp

ress id

eas in

complete sentences

when speaking m

ost

of the tim

e

OV.1.K.3

Behaviors

ELPS.2.K-2.6

Use complete

sentence

s to

respond

appropriately to

the audience,

purpose and

occa

sion

Use appropriate

phys

ical response

to

audience

, purpose

and occa

sion

Use one or two word

phrase

s appropriately

(voice le

vel, phrasing

and in

tonation) to

respond to the

audience

, purpose

and occa

sion

Use short complete

sentence

s to respond

appropriately (vo

ice

leve

l, phrasing and

intonation) to the

audience

, purpose

and occa

sion

Use complete

sentence

s to respond

appropriately (vo

ice

leve

l, phrasing and

intonation) to the

audience

, purpose

and occa

sion

Use complete

sentence

s to respond

appropriately (vo

ice

leve

l, phrasing and

intonation) to the

audience

, purpose

and occa

sion

OV.1.1.4

OV.1.2.5

ELPS.2.K-2.7

Introduce and

answer basic

questions about

self in

cluding

social g

reetin

gs

Greet others through

gestures or one to

two w

ords

Use common social

greetin

gs using single

words or phrases

Introduce and answer

basic questions about

self in

cluding social

greetin

gs using short

complete sentences



self in

cluding social

greetin

gs using

complete sentences

most of the tim

e



self in

cluding social

greetin

gs using

complete sentences

most of the tim

e

OV.1.2.4

4


Arkansas D


Speaking

K-2

Speaking


ress

ideas and to prese

nt inform

ation.

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPS.2.K-2.8

Focus on

audience

when

speaking

NA

Focus on audience

when speaking (e.g.

make

eye

contact)

Focus on audience

when speaking (e.g.

make

eye

contact

and posture)

Focus on audience

when speaking (e.g.

eye

contact, posture,

gestures and body

language)

Focus on audience

when speaking (e.g.

eye

contact, posture,

gestures and body

language)

OV.1.K.2

OV.1.1.3

OV.1.2.3

ELPS.2.K-2.9

Participate orally

in group

perform

ances,

class discussions,

and sharing

Participate non -

verbally in group

activitie

s

Participate orally in

group activities using

single words or

phrase

s


group perform

ances,

class discussions,

and sharing using

short complete

sentence

s


group perform

ances,

class discussions,

and sharing using

complete sentences

most of the tim

e


group perform

ances,

class discussions,

and sharing using

complete sentences

most of the tim

e

Behaviors

ELPS.2.K-2.10

Follo

w etiquette

for conve

rsatio

n

using appropriate

addresses,

common

courtesies and

gestures

Practic

e using

appropriate

addresses, common

courtesies (please,

thank you, not

interrupting others)

with non verbal

gestures (raising

hands) or one or two

word phrases

Practic

e using

appropriate

addresses, common

courtesies (please,

thank you, not


with non verbal

gestures (raising

hands) and single

words and phrase

s

Practic

e using

appropriate

addresses, common

courtesies (please,

thank you, not


with non verbal

gestures (raising

hands) and short

complete sentences

Use appropriate

addresses, common

courtesies (please,

thank you, not


with non verbal

gestures (raising

hands) and complete

sentence

s m

ost of

the tim

e

Follo

w etiquette for

conve

rsation using

appropriate

addresses, common

courtesies (please,

thank you, not


with non verbal

gestures (raising

hands) and complete

sentence

s m

ost of

the tim

e

OV.1.1.5

5


Arkansas D


Speaking

K-2

Speaking


ress

ideas and to prese

nt inform

ation.

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPS.2.K-2.11

Exp

lain and

support point of

view w

ith

exa

mples

Demonstrate ideas

and opinions through

visual a

ids and

nonve

rbal

communication

Use single words or

phrase

s to support

spoken id

eas and

opinions with

exa

mples

Use short complete

sentence

s to support

spoken id

eas and

opinions with

exa

mples

Exp

lain and support

point of view with

exa

mples using

complete sentences

most of tim

e

Exp

lain and support

point of view with

exa

mples using

complete sentences

most of tim

e

OV.K.1.4

OV.1.1.7

OV.1.2.7

Behaviors

ELPS.2.K-2.12

Use complete

sentence

s orally

and supporting

inform

atio

n to

inform

, persuade

or entertain

Demonstrate ideas


visual a

ids and

nonve

rbal

communication

Use single words or

phrase

s orally to

inform

, persuade or

entertain

Use short complete

sentence

s orally to

inform

, persuade or

entertain

Use complete

sentence

s orally and

supporting

inform

atio

n to inform

, persuade or entertain

Use complete

sentence

s orally and

supporting

inform

atio

n to inform

, persuade or entertain

OV.1.2.6

6


Arkansas D


Speaking

K-2

Speaking


ress

ideas and to prese

nt inform

ation.

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPS1.K-2.13

Use appropriate

language

structures

NA

Demonstrate basic

understanding of

single words or

sim

ple phrases using

recombinatio

n

Demonstrate basic

understanding of

sim

ple sentences

using recombination

Demonstrate

understanding of

sim

ple and complex

sentence

s using

recombinatio

n

Demonstrate

understanding of

sim

ple and complex

sentence

s using

recombinatio

n

Critical analysis and

understanding

ELPS.2.K-2.14

Ask and answer

questions to

clarify

understanding

Use gestures or

single words to

respond to questio

ns

of others, and begin

to use

single words to

ask basic questio

ns

Use single words or

phrase

s to ask and

answer ‘who’, ‘what’,

‘where’ and ‘when’

questions for

clarifica

tion and

exp

lanation of words

and id

eas

Ask sim

ple ‘who’,

‘what’, ‘where’ and

‘when’ questio

ns to

clarify understanding

and respond to the

questions of others

using short complete

sentence

s

Ask ‘h

ow’ and ‘w

hy’

questions to clarify

understanding and

respond to the

questions of others

using complete

sentence

s m

ost of the

time

Ask ‘h

ow’ and ‘w

hy’


understanding and

respond to the

questions of others

using complete

sentence

s m

ost of the

time

OV.1.1.6

OV.1.1.12

OV.1.2.12

7


Arkansas D


Speaking

K-2

Speaking

Standard 2:Students shall demonstrate effective oral communication skills to exp

ress

ideas and to prese

nt inform

ation.

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framewor

k

Connectio

n

Share understanding of

information

ELPS.2.K-2.15

Give m

ultiple

step directio

ns

Repeat sim

ple one-

step directio

ns

Use single words or

phrase

s to give

sim

ple one-step

directions

Use short complete

sentence

s to give

sim

ple one and two

step directio

ns

Use complete

sentence

s to give

multiple step

directions

Give m

ultiple step

directions

OV.1.K.5

OV.1.1.8

OV.1.2.8

ELPS.2.K-2.16

Participate in

discuss

ions

about a variety of

topics, including

books

, personal

exp

eriences,

classroom

eve

nts, and

reader’s theatre

Participate in

discuss

ions about a

variety of topics,

including books

, personal e

xperience

s,

classroom eve

nts,

and reader’s theatre

through nonve

rbal

communication

Participate in

discuss

ions about a

variety of topics,

including books

, personal e

xperience

s,

classroom eve

nts,


by using single words

or phrases

Participate in

discuss

ions about a

variety of topics,

including books

, personal e

xperience

s,

classroom eve

nts,



sentence

s

Participate in

discuss

ions about a

variety of topics,

including books

, personal e

xperience

s,

classroom eve

nts,


using complete

sentence

s m

ost of the

time

Participate in

discuss

ions about a

variety of topics,

including books

, personal e

xperience

s,

classroom eve

nts, and

reader’s theatre using

complete sentences

most of the tim

e

OV.1.K.6

OV.1.1.9

OV.1.2.9

OV.1.2.11

Literary response and expression

ELPS.2.K-2.17

Use pictures to

orally retell a

story with a

beginning,

middle, and end,

with or without

prompts

Nonve

rbally, retell a

story with a

beginning, middle and

end using pictures or

prompts

Use pictures to orally

retell a story with a

beginning, middle,

and end, with or

without prompts using

single words or

phrase

s



beginning, middle,

and end, with or


short complete

sentence

s



beginning, middle,

and end, with or


complete sentences

most of the tim

e



beginning, middle, and

end, with or without

prompts using complete

sentence

s m

ost of the

time

OV.1.K.7

8


Arkansas D


Speaking

K-2

Speaking


ress

ideas and to prese

nt inform

ation.

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPS.2.K-2.18

Retell a story

recalling

characters,

eve

nts, setting,

conflict and

resolution using

appropriate

vocabulary and

sequence

Tell or retell stories

nonve

rbally with the

use of visual a

ids

Tell or retell a story

from visual o

r audio

prompt using single

words or phrases

Tell or retell sim

ple

stories providing the

characters, setting,

problem, eve

nts, and

resolution in

sequentia

l order, with

prompts using short

complete sentences

Tell and retell stories

providing the


problem, eve

nts, and

resolution in

sequentia

l order, with

or without prompts

using complete

sentence

s m

ost of

the tim

e


providing the


problem, eve

nts, and

resolution in

sequentia

l order with

or without prompts

using complete

sentence

s m

ost of

the tim

e

OV.1.1.10

OV.1.2.10


ELPS.2.K-2.19

Participate in a

variety of

speaking

activitie

s including

shared reading,

oral retelling,

choral readings

and

dramatiza

tions

Participate in

dramatiza

tions

through nonve

rbal

communication

Participate in a

variety of sp

eaking

activitie

s including

shared reading, oral

retelling, choral

readings and

dramatiza

tions by

using single words or

phrase

s

Participate in a

variety of sp

eaking

activitie

s including


retelling, choral

readings, and

dramatiza

tions using

short complete

sentence

s

Participate in a

variety of sp

eaking

activitie

s including


retelling, choral

readings, and

dramatiza

tions using

complete sentences

most of the tim

e

Participate in a

variety of sp

eaking

activitie

s including


retelling, choral

readings and

dramatiza

tions using

complete sentences

most of the tim

e

OV.1.K.8

OV.1.1.11


ELPS.2.K-2.20

Accept su

pport of

teach

er to

improve

speaking

perform

ance

Accept su

pport of

teach

er to improve

speaking

perform

ance

Accept su

pport of

teach

er to improve

speaking

perform

ance

Accept su

pport of

teach

er to improve

speaking

perform

ance

Accept su

pport of

teach

er to improve

speaking

perform

ance

Accept su

pport of

teach

er to improve

speaking

perform

ance

OV.1.K.9

OV.1.1.13

OV.1.2.13

9


Arkansas D


Speaking

3-5

Speaking


ress

ideas and to prese

nt inform

ation.

Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPS.2.3-5.1

Use parts of

speech

appropriately

Identify pronouns and

adjective

s through

nonve

rbal

communication or

through using visuals

Identify and begin to

use common

pronouns and

adjective

s appropriately in

speech

Begin to use common

pronouns and

adjective

s appropriately in

speech m

ost of the

time

Use common

pronouns and

adjective

s appropriately in

speech m

ost of the

time

Use common

pronouns and

adjective

s appropriately in

speech m

ost of the

time

OV.1.3.1

OV.1.3.3

ELPS.2.3-5.2

Use vocabulary

from content

area texts

Match pictures with

content-related

vocabulary words and

concepts to identify

familiar objects.

Begin to use

vocabulary from

content area texts


phrase

s

Use vocabulary from

content area texts in

short complete

sentence

s

Use vocabulary from


complete sentences

and in

appropriate

contexts

Use vocabulary from


complete sentences

and appropriate

contexts

OV.1.4.1

OV.1.5.1

ELPS.2.3-5.3

Use idiomatic

exp

ressions and

figurative

language

NA

Begin to recognize

sim

ple figures of

speech in

social

conve

rsation

Recognize sim

ple

figures of speech

in

social a

nd academic

conve

rsation

Recognize and use

figures of speech

most of the tim

e in

social a

nd academic

conve

rsation

Recognize and use

figures of speech

most of the tim

e in

social a

nd academic

conve

rsation

Vocabulary

ELPS.2.3-5.4

Clarify and

exp

lain words

and id

eas orally

Clarify and exp

lain

ideas nonve

rbally

Use single words or

phrase

s to clarify and

exp

lain ideas orally

Use short complete

sentence

s to clarify

and exp

lain id

eas

orally

Use complete

sentence

s m

ost of the

time to clarify and

exp

lain words and

ideas orally

Use complete

sentence

s m

ost of the

time to clarify and

exp

lain words and

ideas orally

OV.1.3.2

OV.1.4.6

10


Arkansas D


Speaking

3-5

Speaking


ress

ideas and to prese

nt inform

ation.

Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPS.2.3-5.5

Respond

appropriately to

the audience,

purpose and

occa

sion

Use appropriate

phys

ical response

to

audience

, purpose

and occa

sion (e.g.,

facial exp

ressions,

gestures, eye

contact)

Begin to use

appropriate

phys

ical/ve

rbal

response to

audience

, purpose

and occa

sion (e.g.,

facial exp

ressions,

gestures, eye

contact,

volume, pitc

h, rate)

Use appropriate

phys

ical/ve

rbal

response to

audience

, purpose

and occa

sion (e.g.,

facial exp

ressions,

gestures, eye

contact,

volume, pitc

h, rate)

Use appropriate

phys

ical/ve

rbal

response to

audience

, purpose

and occa

sion (e.g.,

facial exp

ressions,

gestures, eye

contact,

volume, pitc

h, rate)

Use appropriate

phys

ical/ve

rbal

response to

audience

, purpose

and occa

sion (e.g.,

facial exp

ressions,

gestures, eye

contact,

volume, pitc

h, rate)

OV.1.3.4

OV.1.3.6

OV.1.4.2

OV.1.4.3

OV.1.5.3

OV.1.5.4

ELPS.2.3-5.6

Use correct

tense

in speech

NA


tense

in speech

with

adve

rbials and

teach

er su

pport


sim

ple tense without

adve

rbials in

speech


tense

in speech


speech

11


Arkansas D


Speaking

3-5

Speaking


ress

ideas and to prese

nt inform

ation.

Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPS.2.3-5.7

Use correct

pronunciation to

communicate

ideas and

inform

atio

n

NA

Practic

e correct

pronunciation using

single words or

phrase

s

Practic

e correct

pronunciation using

short complete

sentence

s

Practic

e correct

pronunciation using

complete sentences

Practic

e using

pronunciation to

communicate id

eas

and in

form

atio

n

OV.1.5.5

ELPS.2.3-5.8

Use grade le

vel

appropriate

English to

communicate

with others

Use nonve

rbal

communication

(e.g., ask

for

assistance

with a task

or needed supplies)

Begin to use standard

English in

single

words and phrase

s in

oral presentatio

ns

and classroom

discuss

ions


English in

short

complete sentences

in oral presentatio

ns

and classroom

discuss

ions

Use standard English

in complete

sentence

s m

ost of the

time in

oral

presentatio

ns and

classroom

discuss

ions


in class

room

discuss

ion using

complete sentences

most of the tim

e in

oral presentatio

ns

and classroom

discuss

ions

OV.1.4.5

OV.1.5.2

OV.1.5.7

Behaviors

ELPS.2.3-5.9

Organize and

communicate

ideas

sequentia

lly

around m

ajor

points of

inform

atio

n

Use nonve

rbal c

ues

to communicate ideas

sequentia

lly

Use single words or

phrase

s to

communicate id

eas

sequentia

lly

Use short complete

sentence

s to

communicate id

eas

sequentia

lly and

begin to id

entify m

ajor

points of inform

ation

Communicate id

eas

sequentia

lly or

organized around

major points of

inform

atio

n using

complete sentences

most of the tim

e

Communicate id

eas

sequentia

lly or

organized around

major points of

inform

atio

n using

complete sentences

most of the tim

e

OV.1.3.7

OV.1.4.6

12


Arkansas D


Speaking

3-5

Speaking


ress

ideas and to prese

nt inform

ation.

Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPS.2.3-5.10

Introduce and

answer basic

questions about

self in

cluding

social g

reetin

gs

Greet others through

gestures or one to

two w

ords

Use common social

greetin

gs using single

words or phrases



self in

cluding social

greetin

gs using short

complete sentences



self in

cluding social

greetin

gs using

complete sentences

most of the tim

e



self in

cluding social

greetin

gs using

complete sentences

most of the tim

e

OV.1.3.5

OV.1.4.4

ELPS.2.3-5.11

Participate in

cooperative

learning

communities

Practic

e working in

small groups, with

partners in

class

discuss

ions and

sharing, using

nonve

rbal

communication

Practic

e working in

small groups, with

partners in

class

discuss

ions and

sharing, using single

words and phrase

s

Practic

e working in

small groups and with

partners in

class

discuss

ions and

sharing using short

complete sentences,

most of the tim

e

Practic

e working in

small groups, with

partners in

class

discuss

ions and

sharing by asking


understanding and

responding to the

questions of others in

complete sentences,

most of the tim

e

Practic

e working in

small groups, with

partners in

class

discuss

ions and

sharing by asking


understanding and

responding to the


complete sentences,

most of the tim

e

OV.1.4.9

OV.1.5.6

Share understanding of information

ELPS.2.3-5.12

Exp

ress a sim

ple

point of view or

opinion and solve

problems using

exa

mples

Demonstrate ideas


visual a

ids and

nonve

rbal

communication

Use single words or

phrase

s to support

spoken id

eas and

opinions with

exa

mples

Use short complete

sentence

s to support

spoken id

eas and

opinions with

exa

mples

Use complete

sentence

s m

ost of the

time to support

spoken id

eas and

opinions with m

ultiple

exa

mples

Exp

lain and support

point of view or

opinion with m

ultiple

exa

mples using

complete sentences,

most of the tim

e

OV.1.3.8

OV.1.3.14

13


Arkansas D


Speaking

3-5

Speaking


ress

ideas and to prese

nt inform

ation.

Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

Share understanding of

information

ELPS.2.3-5.13

Give directions to

complete a task

Give sim

ple one -step

directions through

nonve

rbal

communication

Give sim

ple one- step

directions using

single words or

phrase

s to complete

activitie

s and tasks

.

Give sim

ple two- step

directions using short

complete sentences

to complete activities

and tasks

Give sim

ple two-step

directions using

complete sentences

most of the tim

e to

complete complex

activitie

s and tasks

Give sim

ple two-step

directions using

complete sentences

most of the tim

e to

complete complex

activitie

s and tasks

OV.1.3.9

OV.1.4.7


ELPS.2.3-5.14

Participate in

form

al and

inform

al

discuss

ions

Participate in form

al

and in

form

al

discuss

ions using

visuals and non

verbal gestures

Participate in form

al

and in

form

al

discuss

ions, including

dramatic readings of

poetry or prose

, book

talks and community

eve

nts using single

words and/or phrases

including use of

visuals (e.g.,

illustratio

ns, pictures,

and/or charts)

Participate in form

al

and in

form

al

discuss

ions, including


poetry or prose

, book

talks and community

eve

nts using short

complete sentences

some of the tim

e

including use of

visuals (e.g.,

illustratio

ns, pictures,

and/or charts)

Participate in form

al

and in

form

al

discuss

ions, including


poetry or prose

, book

talks and community

eve

nts using short

complete sentences

most of the tim

e

including use of

visuals (e.g.,

illustratio

ns, pictures,

and/or charts)

Participate in form

al

and in

form

al

discuss

ions, including


poetry or prose

, book

talks and community

eve

nts using short

complete sentences

most of the tim

e

including use of

visuals (e.g.,

illustratio

ns, pictures,

and/or charts)

OV.1.3.10

OV.1.3.13

OV.1.4.8

OV.1.4.11

OV.1.5.8

OV.1.5.9

14


Arkansas D


Speaking

3-5

Speaking


ress

ideas and to prese

nt inform

ation.

Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection


ELPS.2.3-5.15

Tell and retell

stories in

a

form

al

storytelling

form

at


using nonve

rbal

communication


from visual o

r audio

prompt using sim

ple

desc

riptive language,

single words or

phrase

s

Tell or retell sim

ple

stories in

a form

al

storytelling form

at

using descriptive

language and short

complete sentences


in a form

al storytelling

form

at using

desc

riptive language

and story elements

and in

complete

sentence

s m

ost of the

time


in a form

al storytelling

form

at using

desc

riptive language,

story elements, and

voice to create

interest and m

ood

using complete

sentence

s m

ost of the

time

OV.1.3.12

OV.1.4.10

ELPS.2.3-5.16

Ask and answer

releva

nt

questions to

clarify

understanding

and respond to

questions of

others

Respond to sim

ple

questions with

gestures or one to

two w

ord responses

in small and group

discuss

ions

Ask and answer

sim

ple and releva

nt

“Who, What, W

hen,

Where” questions in

small and la

rge group

discuss

ions using

single words or

phrase

s

Ask and answer

sim

ple and releva

nt

“Who, What, W

hen,

Where” questions in

small and la

rge group

discuss

ions using

short sentences

Ask and answer

releva

nt “H

ow and

Why” questions in

small or large group

discuss

ions.

Ask and answer

releva

nt questions to

clarify understanding

and respond to the


small or large group

discuss

ions

OV.1.4.12

15


Arkansas D


Speaking

3-5

Speaking


ress

ideas and to prese

nt inform

ation.

Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPS.2.3-5.17

Accept su

pport of

teach

er to

improve

speaking

perform

ance

based on preset

criteria

Accept su

pport of

teach

er to improve

speaking

perform

ance

Accept su

pport of

teach

er to improve

speaking

perform

ance

Accept su

pport of

teach

er and peers to

self eva

luate to

improve

speaking

perform

ance based

on preset criteria

Accept su

pport of

teach

er and peers to

self eva

luate to

improve

speaking

perform

ance based

on preset criteria

Accept su

pport of

teach

er and peers to

self eva

luate to

improve

speaking

perform

ance based

on preset criteria

OV.1.3.15

OV.1.4.13

OV.1.5.10

ELPS.2.3-5.18

Use appropriate

language

structures

NA

Demonstrate basic

understanding of

single words or

sim

ple phrases using

recombinatio

n

Demonstrate basic

understanding of

sim

ple sentences

using recombination

Demonstrate

understanding of

sim

ple and complex

sentence

s using

recombinatio

n

Demonstrate

understanding of

sim

ple and complex

sentence

s using

recombinatio

n

16


Arkansas D


Speaking

6-8

Speaking


ress

ideas and to prese

nt inform

ation.

Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPS.2.6-8.1

Use vocabulary

from content

area texts in

complete

sentence

s and

appropriate

contexts

Identify vo

cabulary

from content area

texts using nonve

rbal

communication with

visual s

upport

Identify and name

vocabulary from

content area texts

with visual s

upport


phrase

s

Use vocabulary from


short complete

sentence

s

Use vocabulary from


complete sentences

and appropriate

contexts including

idiomatic

exp

ress

ions

and figurative

language m

ost of the

time

Use vocabulary from


complete sentences

and appropriate

contexts including

idiomatic

exp

ress

ions

and figurative

language

OV.1.6.1

OV.1.7.1

OV.1.8.1

ELPS.2.6-8.2

Use grade le

vel

appropriate

English to

communicate

with others

NA


English in

single

words or phrases in

classroom

discuss

ions and

presentatio

ns


English in

classroom

discuss

ion and

presentatio

ns using

short complete

sentence

s


in class

room

discuss

ion and

presentatio

ns using

complete sentences

most of the tim

e


in class

room

discuss

ion and

presentatio

ns using

complete sentences

most of the tim

e

OV.1.6.2

OV.1.7.2

OV.1.8.2

Vocabulary

ELPS.2.6-8.3

Use correct

tense

in speech

NA


tense

in speech

with

adve

rbials and

teach

er su

pport


sim

ple tense without

adve

rbials in

speech


tense

in speech


speech

17


Arkansas D


Speaking

6-8

Speaking


ress

ideas and to prese

nt inform

ation.

Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

Behaviors

ELPS.2.6-8.4

Participates in

conve

rsations

with peers and

adults

using

language

appropriate to

situation,

participants and

topics

Communicate

nonve

rbally

Practic

e sim

ple

conve

rsations with

peers or adults

about

topics of sh

ared

interest using single

words or phrases

Participates in

oral

group perform

ances,

class discussions,

and sharing using

short complete

Initiate and participate

in conve

rsation with

peers and adults

using language and

vocabulary to fit an

audience

, topic or

purpose using

complete sentences

most of the tim

e


in conve

rsation with

peers and adults

using language and

vocabulary to fit an

audience

, topic or

purpose using

complete sentences

most of the tim

e

OV.1.6.3

OV.1.7.3

OV.1.8.3

18


Arkansas D


Speaking

6-8

Strand: Speaking


ress

ideas and to prese

nt inform

ation.

Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPS.2.6-8.5

Demonstrate

appropriate eye

contact, posture

and volume

NA


appropriate eye

contact, posture and

volume

Demonstrate

appropriate eye

contact, posture and

volume

Demonstrate

appropriate eye

contact, posture, and

volume

Demonstrate

appropriate eye

contact, posture, and

volume

OV.1.6.4

OV.1.7.4

OV.1.8.4

ELPS.2.6-8.6

Use correct

pronunciation to

communicate

ideas and

inform

atio

n

NA

Practic

e correct

pronunciation using

single words or

phrase

s

Practic

e correct

pronunciation using

short complete

sentence

s

Practic

e correct

pronunciation using

complete sentences

Use correct

pronunciation to

communicate id

eas

and in

form

atio

n

OV.1.6.5

OV.1.7.5

OV.1.8.5

ELPS.2.6-8.7

Participate in oral

group

perform

ances,

class discussions

and sharing

Participate

nonve

rbally in class

discuss

ions


class discussions


phrase

s


class discussions


sentence

s


class discussions

using complete

sentence

s

Participate

appropriately in class

discuss

ions using

complete sentences

OV.1.6.6

OV.1.7.6

OV.1.8.6

Share understanding and information

ELPS.2.6-8.8

Use grade le

vel

appropriate

English to

communicate

with others

NA


English in

single

words and phrase

s in

oral presentatio

ns


English in

short

complete sentences

in oral presentatio

ns


in complete

sentence

s m

ost of the

time in

oral

presentatio

ns


in class

room

discuss

ion using

complete sentences

most of the tim

e in

oral presentatio

ns

OV.1.6.7

OV.1.7.7

OV.1.8.7

19


Arkansas D


Speaking

6-8

Speaking


ress

ideas and to prese

nt inform

ation.

Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPS.2.6-8.9

Use illustratio

ns,

pictures, and/or

charts in

oral

presentatio

ns

across the

curriculum

Use illustratio

ns,

pictures, and/or

charts in

oral

presentatio

ns across

the curriculum (for

appropriate leve

l of

participation for the

nonve

rbal student)

Use illustratio

ns,

pictures, and/or

charts in

oral

presentatio

ns across

the curriculum

Use illustratio

ns,

pictures, and/or

charts in

oral

presentatio

ns across

the curriculum

Use illustratio

ns,

pictures, and/or

charts in

oral

presentatio

ns across

the curriculum

Use illustratio

ns,

pictures, and/or

charts in

oral

presentatio

ns across

the curriculum

OV.1.6.8

OV.1.7.8


ELPS.2.6-8.10

Initiate and

participate in

a

variety of oral

group

perform

ances,

class discussions

and sharing

Participate in a

variety of sp

eaking

activitie

s using

visuals and non

verbal gestures

Participate in a

variety of sp

eaking

activitie

s, including


poetry or prose

, literature or research,


phrase

s

Participate in a

variety of sp

eaking

activitie

s, including


poetry or prose



sentence

s

Participate in a

variety of sp

eaking

activitie

s, including


poetry or prose


using complete

sentence

s m

ost of the

time


in a variety of

speaking activitie

s,

including dramatic

readings of poetry or

prose, literature or

research, using

complete sentences

most of the tim

e

OV.1.6.9

OV.1.7.9

OV.1.8.8

OV.1.8.9

20


Arkansas D


Speaking

6-8

Speaking


ress

ideas and to prese

nt inform

ation.

Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPS.2.6-8.11

Accept su

pport

from self and

others to im

prove

speaking

perform

ance

Accept su

pport of

teach

er and peers to

self eva

luate to

improve

speaking

perform

ance based

on preset criteria

Accept su

pport of

teach

er and peers to

self eva

luate to

improve

speaking

perform

ance based

on preset criteria

Accept su

pport of

teach

er and peers to

self eva

luate to

improve

speaking

perform

ance based

on preset criteria

Accept su

pport of

teach

er and peers to

self eva

luate to

improve

speaking

perform

ance based

on preset criteria

Accept su

pport of

teach

er and peers to

self eva

luate to

improve

speaking

perform

ance based

on preset criteria

OV.1.6.10

OV.1.7.10

OV.1.8.10


ELPS.2.6-8.12

Use appropriate

language

structures

NA

Demonstrate basic

understanding of

single words or

sim

ple phrases using

recombinatio

n

Demonstrate basic

understanding of

sim

ple sentences

using recombination

Demonstrate

understanding of

sim

ple and complex

sentence

s using

recombinatio

n

Demonstrate

understanding of

sim

ple and complex

sentence

s using

recombinatio

n

21


Arkansas D


Speaking

9-12

Speaking


ress

ideas and to prese

nt inform

ation.

Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPS.2.9-12.1

Practic

e sim

ple

conve

rsations

with peers or

adults

about

topics of sh

ared

interest adjustin

g

oral language to

audience

and

applying the

rules of standard

English

NA

NA

Adjust oral language

to audience, using

short complete

sentence

s, beginning

to apply the rules of

standard English


to audience, using

complete sentences,

appropriately applying

the rules of standard

English m

ost of the

time


to audience, using

complete sentences,

appropriately applying

the rules of standard

English m

ost of the

time

OV.1.9.1

OV.1.10.1

Share understanding and information

ELPS.2.9-12.2

Prepare and

participate in

structured class

discuss

ions and

sharing

NA

Participate in

structured class

discuss

ions and

sharing using single

words or phrases

Participate in

structured class

discuss

ions and

sharing using short

complete sentences

Prepare and

participate in

structured class

discuss

ions and

sharing, (e.g. panel

discuss

ions, Socratic

discuss

ions, mock

trials, etc.) using

complete sentences

most of the tim

e

Prepare and

participate in

structured

discuss

ions, (e.g.

panel d

iscu

ssions,

Socratic

discussions,

mock

trials, etc.)

using complete

sentence

s m

ost of the

time

OV.1.9.2

OV.1.10.2

OV.1.11.1

OV.1.12.1

22


Arkansas D


Speaking

9-12

Strand: Speaking


ress

ideas and to prese

nt inform

ation.

Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPS.2.9-12.3

Use appropriate

visual a

ids in

presentatio

ns

Use appropriate

visual a

ids in

non

verbal presentatio

ns

Use appropriate

visual a

ids in

presentatio

ns using

single words or

phrase

s

Use appropriate

visual a

ids in

presentatio

ns using

short complete

sentence

s

Use appropriate

visual a

ids in

presentatio

ns using

complete sentences

most of the tim

e

Use appropriate

visual a

ids in

presentatio

ns using

complete sentences

most of the tim

e

OV.1.9.3

OV.1.10.3O

V.1.11.2

OV.1.12.2

Literary response, expression and analysis

ELPS.2.9-12.4

Participate in a

variety of

speaking

activitie

s using

academic

language

Participate,

nonve

rbally, in a

variety of sp

eaking

activitie

s using

academic la

nguage

(e.g., sce

nes from a

play, oral book

reports, monologues,

memoriza

tion of lines,

character analysis,

literary reviews,

excerpts from famous

speeches,

comparison of genre

across eras)

Participate, using

single words, phrases

and short lines, in a

variety speaking

activitie

s using

academic la

nguage

(e.g., sce

nes from a

play, oral book


memoriza

tion of lines,

character analysis,

literary reviews,


speeches,

comparison of genre

across eras)

Participate, using

short complete

sentence

s, in a

variety of sp

eaking

activitie

s using

academic la

nguage

(e.g., sce

nes from a

play, oral book


memoriza

tion of lines,

character analysis,

literary reviews,


speeches,

comparison of genre

across eras)

Participate, using

complete sentences

most of the tim

e, in a

variety of sp

eaking

activitie

s using

academic la

nguage

(e.g., sce

nes from a

play, oral book


memoriza

tion of lines,

character analysis,

literary reviews,


speeches,

comparison of genre

across eras)

Participate, using

complete sentences

most of the tim

e, in a

variety of sp

eaking

activitie

s using

academic la

nguage

(e.g., sce

nes from a

play, oral book


memoriza

tion of lines,

character analysis,

literary reviews,


speeches,

comparison of genre

across eras)

OV.1.9.4

OV.1.10.4

OV.1.11.3

OV.1.12.3


ELPS.2.9-12.5

Use appropriate

language

structures

NA

Demonstrate basic

understanding of

single words or

sim

ple phrases using

recombinatio

n

Demonstrate basic

understanding of

sim

ple sentences

using recombination

Demonstrate

understanding of

sim

ple and complex

sentence

s using

recombinatio

n

Demonstrate

understanding of

sim

ple and complex

sentence

s using

recombinatio

n

23


Arkansas D


Speaking

9-12

Speaking


ress

ideas and to prese

nt inform

ation.

Student Profic

iency Leve

ls

ELP Student

Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

ELA

Framework

Connection

ELPS.2.9-12.5

Participate in

academic

discuss

ion using

appropriate

vocabulary

Identify vo

cabulary

(including id

iomatic

exp

ressions and

figurative

language)

from content area

texts using nonve

rbal

communication with

visual s

upport

Identify and name


idiomatic

exp

ress

ions

and figurative

language) from

content area texts

with visual s

upport


phrase

s

Use vocabulary

(including id

iomatic

exp

ressions and

figurative

language)

from content area

texts in short

complete sentences

Use vocabulary

(including id

iomatic

exp

ressions and

figurative

language)

from content area

texts in complete

sentence

s and in

appropriate contexts

Use vocabulary

(including id

iomatic

exp

ressions and

figurative

language)

from content area

texts in complete

sentence

s and

appropriate contexts


ELPS.2.9-12.6

Use correct

tense

in speech

NA


tense

in speech

with

adve

rbials and

teach

er su

pport


sim

ple tense without

adve

rbials in

speech


tense

in speech


speech

24

English Language Proficiency Frameworks

Arkansas D


Reading


for

Reading

Spring 2006

25


Arkansas D


Reading

K-2

Strand: Reading

Standard 3: Foundatio

ns of Reading

Students shall apply concepts of print, acq

uire knowledge of spoken words, and understand the relatio

nship of speech

to print

as they deve

lop a foundatio

n for literacy

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPR.3.K-2.1

Demonstrate the

understanding

of the relationship between

written and oral language

Demonstrate

the understanding

of the relationship

between written

and oral language

(i.e., directionality

(left to right, return

sweep, top to

bottom, front to

back

)

Demonstrate

the understanding

of the relationship

between written

and oral language

(i.e., le

ft to right,

return sweep, top

to bottom, front to

back

; difference

between letters,

sounds, words and

sentence

s)

Demonstrate

The understanding

Of the relatio

nsh

ip

between written

and oral Language

(i.e., le

ft to right,

return sweep, top

to bottom, front to

back

; difference

between letters,

sounds, words

sentence

s,

paragraphs)

Demonstrate

The understanding

Of the relatio

nsh

ip

between written

and oral Language

(i.e., le

ft to right,

return sweep, top

to bottom, front to

back

; difference

between letters,

sounds, words

sentence

s,

paragraphs)

Demonstrate

The understanding

Of the relatio

nsh

ip

between written and

oral Language (i.e., left

to right, return sweep,

top to bottom, front to

back

; difference

between letters,

sounds, words

sentence

s,

paragraphs)

R.8.K.1

R.8.K.2

R.8.K.3

R.8.K.4

R.8.1.1

R.8.1.2

R.8.1.3

R.8.1.4

ELPR.3.K-2.2

Track known print using one-

to-one correspondence

Track known print

using one-to-one

correspondence

Track known print

using one-to-one

correspondence

Track known print

using one-to-one

correspondence

Track known print

using one-to-one

correspondence

Track known print

using one-to-one

correspondence

R.8.K.5

ELPR.3.K-2.3

Identify the front cove

r and

back

cove

r of a book

Identify the front

cove

r and back

cove

r of a book

Identify the front

cove

r and back

cove

r of a book

Identify the front

cove

r and back

cove

r of a book

Identify the front

cove

r and back

cove

r of a book

Identify the front cove

r and back

cove

r of a

book

R.8.K.6

ELPR.3.K-2.4

Recognize that there are

correct sp

ellings for words

Recognize that

there are correct

spellings for words

Recognize that

there are correct

spellings for words

Recognize that

there are correct

spellings for words

Recognize that

there are correct

spellings for words

Recognize that there

are correct spellings

for words

R.8.1.3

Utilizing concepts about print

ELPR.3.K-2.5

Identify the author, title, and

the role of the author and

illustrator

Identify the author

and title of a book

and what an author

and illustrator do

Identify the author

and title of a book

and what an author

and illustrator do

Identify the author

and title of a book

and what an author

and illustrator do

Identify the author

and title of a book

and what an author

and illustrator do

Identify the author and

title of a book and what

an author and

illustrator do

R.8.K.7

R.8.1.4

ELPR.3.K-2.6

Identify and produce oral

rhym

es and blend phonemes

fluently

Identify and

produce oral

rhym

es; CVC

Identify and

produce oral

rhym

es; CVC

Identify and

produce oral

rhym

es; Blend

phonemes fluently

Identify and

produce oral

rhym

es; Blend

phonemes fluently

Identify and produce

oral rhym

es and blend

phonemes fluently

R.8.K.8

R.8.1.5

Developing phonological awareness

ELPR.3.K-2.7

Segment oral language into

sentence

s and words and

phonemes fluently

Segment oral

language in

to

sentence

s and

words

Segment oral

language in

to

sentence

s and

words

Segment oral

language in

to

sentence

s and

words and

phonemes fluently

Segment oral

language in

to

sentence

s and

words and

phonemes fluently

Segment oral

language in

to

sentence

s and words

and phonemes fluently

R.8.K.9

R.8.1.6

26


Arkansas D


Reading

ELPR.3.K-2.8

Identify and work with

syllables, onsets, and rim

es

in spoke

n words

Identify and work

with syllables,

onsets, rimes in

spoken words

Identify and work

with syllables,

onsets, rimes in

spoken words

Identify and work

with syllables,

onsets, rimes in

spoken words

Identify and work

with syllables,

onsets, rimes in

spoken words

Identify and work with

syllables, onsets and

rimes in spoken words

R.8.K.10

Delete, isolate, and add

phonemes to existing words

to create new words

Delete phonemes

to create new

words

Delete and add

phonemes to

create new words

Delete, isolate, and

add phonemes to

existing words to

create new words


add phonemes to

existing words to

create new words


add phonemes to

existing words to

create new words

R.8.1.7

R.8.K.11

R.8.1.8

ELPR.3.K-2.9

Identify like phonemes and

categorize

like

and unlike

phonemes in

different words

Identify like

phonemes in

different words

Identify and

categorize

like

phonemes in

different words

Identify and

categorize

like

and

unlike phonemes

in different words

Identify and

categorize

like

and

unlike phonemes

in different words

Identify and categorize

like and unlike

phonemes in

different

words

R.8.K.12

R.8.K.13

ELPR.3.K-2.10

Blend and segment

phonemes from one syllable

words and substitute one

phoneme for another to

make

new words

Blend and

separate

phonemes orally

into one-syllable

words

Blend separate

phonemes orally

into one-syllable

words and

segment individual

phonemes orally in

one-syllable words

Blend separate

phonemes orally

into one syllable

words and

segment individual

phonemes orally in

one-syllable words

and substitute one

phoneme for

another to m

ake

new w

ords

Blend separate

phonemes orally

into one-syllable

words and

segment individual

phonemes orally in

one syllable words

and substitute one

phoneme for

another to m

ake

new w

ords

Blend separate

phonemes orally into

one-syllable words and

segment individual

phonemes orally in

one syllable words and

substitute one

phoneme for another

to m

ake new words

R.8.K.14

R.8.K.15

R.8.1.9

ELPR.3.K-2.11

Distinguish between le

tters,

words, and sentences to

deve

lop awareness

of correct

spellings of words

Distinguish

between letters

and words

Distinguish

between letters,

words and

sentence

s

Distinguish

between letters,

words, sentences

and paragraphs

Distinguish

between letters,

words sentences

and paragraphs

Distinguish between

letters, words,

sentence

s and

paragraphs to deve

lop

awareness of correct

spellings of words

R.8.1.1

R.8.1.2

R.8.1.3

27


Arkansas D


Reading

K-2

Strand: Reading

Standard 4: Comprehension


aterial

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

Using prior knowledge to make meaning

ELPR.4.K-2.1

Preview a selectio

n

and use the features

of the text and visuals

to acc

ess appropriate

prior knowledge to

make

reasonable

predictions and

enhance and m

onitor

the understanding of

text

Preview the

selectio

n using

pictures to connect

to prior kn

owledge

Preview the

selectio

n and use

features of the text

(e.g., sim

ple key

words) and

pictures to

connect to prior

knowledge to

make

reasonable

predictions

Preview the

selectio

n and use

the features of the

text and/ or author

and visuals to

acce

ss appropriate

prior knowledge to

make

reasonable

predictions and

enhance the

understanding of

text

Preview the

selectio

n and use

the features of the

text and/ or author

and visuals to

acce

ss appropriate

prior knowledge to

make

reasonable

predictions and

enhance and

monito

r the

understanding of

text

Preview a selectio

n and

use the features of the

text and visuals to

acce

ss appropriate prior

knowledge to m

ake

reasonable predictio

ns

and enhance and

monito

r the

understanding of text.

R.9.K.1

R.9.1.1

R.9.2.1

Using connections to make meaning

ELPR.4.K-2.2

Make connectio

ns

from different parts of

the same text, text to

text, and text to self

during read aloud and

independent reading

Follo

w the text (

i.e., word to word)

and m

ake

connectio

ns using

visuals or pictures

Follo

w the text w

ith

minim

al

comprehension

and m

ake

few

connectio

ns from

text to self and

different parts of

the same text

Make connectio

ns

from different parts

of the same text,

text to text, and

text to self during

read aloud and

independent

reading

Make connectio

ns

from different parts

of the same text,

text to text, and

text to self during

read aloud and

independent

reading

Make connectio

ns from

different parts of the

same text, text to text,

and text to self during

read aloud and

independent reading

R.9.K.2

R.9.K.3

R.9.1.2

R.9.1.3

R.9.2.2

28


Arkansas D


Reading

Using visualization to make meaning

ELPR.4.K-2.3

Illustrate story

elements, story

desc

riptio

ns,

sequence

of eve

nts

from text read by the

teach

er and from text

read in

dependently

Use pictures or

visuals from the

book and key

vocabulary to

illustrate story line

and to derive

meaning from text

Use pictures and

text to illustrate

story line and few

story elements

Illustrate story

elements, story

desc

riptio

ns,

sequence

of

eve

nts from text

read by the

teach

er and from

text read

independently

Illustrate story

elements, story

desc

riptio

ns,

sequence

of

eve

nts from text

read by the

teach

er and from

text read

independently

Illustrate story

elements, story

desc

riptio

ns, sequence

of eve

nts from text read

by the teacher and from

text read independently

R.9.K.4

R.9.1.4

R.9.2.3

Using

questioning and monitoring to make meaning

ELPR.4.K-2.4

Ask, answer, and

discuss

questions

before, during, and

after the reading

Looks at text and

points to pictures

to show m

inim

al

comprehension

and m

ay resp

ond

with action

Point to pictures,

shows actions,

answer ye

s/no

questions and

uses sim

ple

phrase

s and

sentence

s to

answer questio

ns

Ask and answer

questions before,

during, and after

the reading, (i.e.,

who, what, w

hen,

where, why, how,

what if)

Ask and answer

questions before,

during, and after

the reading, (i.e.,

who, what, w

hen,

where, why, how,

what if)

Ask, answer, and

discuss

questions

before, during, and after

the reading (i.e

., who,

what, when, where,

why, how, what if)

R.9.K.5

R.9.1.5

R.9.2.4

ELPR.4.K-2.5

Ask and answer

questions in

response

to what is heard or

read and lo

cate

inform

atio

n within the

text to answer literal

and in

ferential

questions

Exp

lore text and

point to pictures to

construct meaning

of text and m

ay

respond with

actio

n

Point to pictures,

answer ye

s/no

questions and

uses sim

ple

sentence

s to

locate in

form

atio

n

Ask and answer

questions in

response to what

is heard or read

within the text and

to locate

inform

atio

n to

answer literal

questions

Ask and answer

questions in

response to what

is heard or read

within the text to

answer literal

questions and to

locate in

form

atio

n

to answer literal

and in

ferential

questions

Ask and answer

questions in

response

to what is heard or read

and lo

cate in

form

atio

n

within the text to answer

literal and in

ferential

questions

R.9.K.6

R.9.1.6

R.9.2.5

Using inferences to make meaning

ELPR.4.K-2.6

Ask others questio

ns

that seek exp

lanatio

n,

elaboratio

n, and

justificatio

n

Use pictures to

interpret text

Use pictures, key

words and sim

ple

sentence

s to ask

questions

Ask others

questions that

seek exp

lanatio

n,

elaboratio

n, and

justificatio

n

Ask others

questions that

seek exp

lanatio

n,

elaboratio

n, and

justificatio

n

Ask others questio

ns

that seek exp

lanatio

n,

elaboratio

n, and

justificatio

n

R.9.1.7

R.9.2.6

29


Arkansas D


Reading

ELPR.4.K-2.7

Make and exp

lain

inferences from text

Exp

lore pictures to

construct meaning

Use text and

pictures to predict

by answering

yes/no, actio

ns,

sim

ple phrases or

sentence

s

Make predictions

about content and

repetitive text and

draw conclusions

from text

Make and exp

lain

inferences from

text (i.e., m

aking

predictions about

content and

repetitive text;

drawing

conclusions;

reading to confirm

or change

predictions;

making and

exp

laining cause

and effect

relatio

nsh

ips)

Make and exp

lain

inferences from text

(i.e., m

aking predictions

about content and

repetitive text; drawing

conclusions; reading to

confirm or ch

ange

predictions; making and

exp

laining cause and

effect relationships)

R.9.K.7

R.9.K.8

R.9.K.8

R.9.1.9

R.9.2.7

R.9.2.8

Determining importance to make meaning

Retell stories and

identify parts of text

and story elements

Look at pictures to

derive

meaning

and draw and act

out using props

Retell stories

answering yes/no

or using sim

ple

phrase

s or

sentence

s or act

out with props and

pictures to create a

main idea

Retell stories and

eve

nts id

entifying


sequence

of

eve

nts, problem,

and resolutio

n

Retell stories and

identify parts of

text (e.g.,

characters,

setting, main

ideas, plot,

sequence

of

eve

nts, problem,

resolution,

supporting details)

Retell stories and

identify parts of text and

story elements (i.e.,


main ideas, plot,

sequence

of eve

nts,

problem, a cause

/effect,

resolution, supporting

details)

R.9.K.10

R.9.K.11

R.9.K.12

R.9.K.13

R.9.K.14

R.9.1.10

R.9.1.11

R.9.1.12

R.9.1.13

R.9.2.9

R.9.2.10

R.9.2.11

R.9.2.12

30


Arkansas D


Reading

K-2

Strand: Reading

Standard 5: Variety of text



Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPR.5.K-2.1

Read appropriate text

daily and exp

lain own

writings and drawings

Read appropriate

text exp

lain

through actions or

native

language

Read appropriate

text and exp

lain

own w

ritings and

drawings, answers

yes/no or using

sim

ple sentences

and phrase

s

Read appropriate

text and exp

lain

own w

ritings and

drawings

Read appropriate

text and exp

lain

own w

ritings and

drawings

Read appropriate

text and exp

lain

own w

ritings and

drawings

R.10.K.1

R.10.K.2

R.10.1.1

R.10.K.2

ELPR.5.K-2.2

Distinguish different

form

s of text and their

functio

n

Exp

lore different

kinds of books

Distinguish

between story and

inform

atio

nal

books

Distinguish

different form

s of

text (i.e., story or

inform

atio

nal text;

fictio

n or

nonfic

tion)

Distinguish

different form

s of


inform

atio

nal text;

fictio

n or

nonfic

tion)

Distinguish

different form

s of


inform

atio

nal text;

fictio

n or

nonfic

tion)

R.10.K.3

R.10.1.3

R.10.2.2

ELPR.5.K-2.3

Read and

demonstrate

knowledge of the

content and theme of

the works of a single

author

Point out books

written by the

same author using

book cove

rs and

pictures and

active

ly participate

in a variety of

reading

exp

eriences (e.g.,

shared, partner,

and choral

reading)

Read and

demonstrate

knowledge of the

content of books

on the same theme

using sim

ple

phrase

s and

sentence

s

Identify the pattern

of content to

demonstrate

knowledge of the

works of a single

author

Demonstrate

knowledge of the

content of the

works of a single

author

Demonstrate

knowledge of the

content of the

works of a single

author

R.10.K.4

R.10.1.4

R.10.2.3

Exhibiting behaviors and habits of an active reader

ELPR.5.K-2.4

Participate active

ly

when predictable and

patterned selectio

ns

are read aloud

Participate active

ly

(e.g., jo

in in) when

predictable and

patterned

selectio

ns are read

aloud

Participate active

ly

(react, join in

)when

predictable and

patterned

selectio

ns are read

aloud and read

with others through

shared reading

Participate active

ly

(e.g., react, join in

, predict, read

along) when

predictable and

patterned

selectio

ns are read

aloud R

ead and

reread with others

through shared

and partner

reading

Participate active

ly


, predict, read

along) when

predictable and

patterned

selectio

ns are read

aloud and

Read with others

through shared,

partner, and choral

reading

Participate active

ly


, predict, read

along) when

predictable and

patterned

selectio

ns are read

aloud. R

ead with

others through

shared, partner,

and choral reading

R.10.K.5

R.10.1.6

31


Arkansas D


Reading

ELPR.5.K-2.5

Read m

ultiple books

in the same genre

with different themes

by different authors

Point to pictures,

act out or draw

about books on the

same theme

Read m

ultiple

books

with the

same theme by

different authors

and discuss

using

sim

ple phrases

and sentence

s

Read m

ultiple

books

in the same

genre with different

themes by different

authors

Read m

ultiple

books

in the same


themes by different

authors

Read m

ultiple

books

in the same


themes by different

authors

R.10.1.7

R.10.2.4

ELPR.5.K-2.6

Respond to a wide

variety of texts by

contributin

g to a

reading jo

urnal/log

which demonstrates

appropriate

comprehension skills

Respond to a

variety of books

by

drawing pictures

and exp

laining

through actions or

their native

language

Respond to a wide

variety of texts by

contributin

g to a

reading jo

urnal or

log which

demonstrates

appropriate

comprehension

skills

Respond to a wide

variety of texts by

contributin

g to a

reading jo

urnal or

log which

demonstrates

appropriate

comprehension

skills

Respond to a wide

variety of texts by

contributin

g to a

reading jo

urnal or

log which

demonstrates

appropriate

comprehension

skills

Respond to a wide

variety of texts by

contributin

g to a

reading jo

urnal or

log which

demonstrates

appropriate

comprehension

skills

R.10.K.6

R.10.1.8

R.10.2.5

Reading a variety of literature for enjoyment and analysis

ELPR.5.K-2.7

Select appropriate

books

to read from a

variety of so

urces

Select appropriate

books

to read from

a variety of

sources (i.e.,

classroom, home,

school library)

Select appropriate

books

to read from

a variety of

sources (i.e.,

classroom, home,

school library)

Select appropriate

books

to read from

a variety of

sources (i.e.,

classroom, home,

school library)

Select appropriate

books

to read from

a variety of

sources (i.e.,

classroom, home,

school library)

Select appropriate

books

to read from

a variety of

sources (i.e.,

classroom, home,

school library)

R.10.K.6

R.10.1.8

R.10.2.5

32


Arkansas D


Reading

K-2

Strand: Reading




Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPR.5.K-2.8

Select familiar books

to read on

independent reading

leve

l from a variety of

authors and sources

Exp

lore at different

genres of books

with visuals in the

classroom, home

and library

Select familiar

books

from a

collectio

n of books

on independent

reading le

vel

based on personal

interest

Select familiar

books

to read from

a variety of authors

and sources, (i.e

.,

classroom, home,

school libraries)

Select familiar

books

to read from


and sources (i.e.,

classroom, home,

school libraries)

Select familiar

books

to read on

independent

reading le

vel from


and sources (i.e.,

classroom, home,

school libraries)

R.10.K.7

R.10.1.9

R.10.2.6

ELPR.5.K-2.9

Use graphic

organizers to m

ake

meaning of the

reading selectio

n

Use visuals on

pictures to m

ake

meaning of the

reading selectio

n

Use sim

ple graphic

organizers to m

ake

meaning of the

reading selectio

n

Use graphic

organizers, (i.e.

lists, story frames,

T-charts, semantic

map, attribute

maps,

Venn diagrams) to

make

meaning of

the reading

selectio

n

Use graphic

organizers, (i.e.


T-charts, semantic

map, attribute

maps,

Venn diagrams) to

make

meaning of

the reading

selectio

n

Use graphic

organizers, (i.e.


T-charts, semantic

map, attribute

maps,

Venn diagrams) to

make

meaning of

the reading

selectio

n

R.10.1.10

R.10.2.7

ELPR.5.K-2.10

Read a variety of

inform

atio

nal texts,

use headings to

locate specific

inform

atio

n, and

recognize exp

osito

ry

text structures which

are descriptive

Identify the topics

of nonfiction

selectio

ns read

aloud use

props to

gather inform

ation

Read a few sim

ple

inform

atio

nal

books

for specific

inform

atio

n

Read a variety of

inform

atio

nal texts

, use headings to

locate specific

inform

atio

n, and

recognize

exp

ository text

structures that are

desc

riptive

Read a variety of

inform

atio

nal texts

, use headings to

locate specific

inform

atio

n, and

recognize

exp

ository text

structures that are

desc

riptive

Read a variety of

inform

atio

nal texts

, use headings to

locate specific

inform

atio

n, and

recognize

exp

ository text

structures that are

desc

riptive

R.10.K.8

R.10.1.11

R.10.2.8

R.10.2.9

R.10.2.10

Reading a variety of literature for enjoyment and analysis

ELPR.5.K-2.11

Sequence sim

ple

actio

ns to m

ake

meaning

Sequence sim

ple

illustratio

ns of

actio

ns to m

ake

meaning

Sequence sim

ple

actio

ns to m

ake

meaning

Sequence sim

ple

actio

ns to m

ake

meaning

Sequence sim

ple

actio

ns to m

ake

meaning

Sequence sim

ple

actio

ns to m

ake

meaning

R.10.1.12

33


Arkansas D


Reading

ELPR.5.K-2.12

Read familiar poems,

nursery rhym

es, and

participate in

finger

plays

to exp

lore

rhythm and rhym

e

Exp

lore words and

pictures of sim

ple

repetitive texts

including poems

and nursery

rhym

es

Read a variety of

sim

ple text

Read a variety of

sim

ple repetitive

texts, including

poetry and nursery

rhym

es

Read a variety of

sim

ple repetitive

texts, including

poetry and nursery

rhym

es

Read familiar

poems, nursery

rhym

es, and

participate in

finger

plays

to exp

lore

rhythm and rhym

e

R.10.K.9

ELPR.5.K-2.13

Deve

lop an

awareness of a

variety of stories,

plays

, and predictable

books

Deve

lop an

awareness of

stories, plays

and

predictable books

Read a variety of

stories, plays

, and

predictable books

(i.e., fairy tales,

folk tales)

Read a variety of

stories, plays

, and

predictable books

(i.e., fairy tales,

folk tales)

Read a variety of

stories, plays

, and

predictable books

(i.e., fairy tales,

folk tales)

Read a variety of

stories, plays

, and

predictable books

(i.e., fairy tales,

folk tales)

R.10.1.13

R.10.2.11

ELPR.5.K-2.14

Identify and compare

the story elements of

songs, poems, fairy

tales, and folk tales

Participate in

songs, reciting

poems and listen

to stories

Identify and

compare the story

elements of songs,

poems, fairy tales,

and folk tales

Identify and

compare the story

elements of songs,

poems, fairy tales,

and folk tales

Identify and

compare the story

elements of songs,

poems, fairy tales,

and folk tales

Identify and

compare the story

elements of songs,

poems, fairy tales,

and folk tales

R.10.K.10

R10.K.12

R.10.1.14

R.10.2.12

ELPR.5.K-2.15

Read a variety of

poetry

Recognize rhym

ing

and rhythmic

patterns in sim

ple

poems

Recognize rhym

ing

and rhythmic

patterns

Read sim

ple

poems (i.e

.,

including couplets,

acrostic

s) for

meaning

Read a variety of

poetry (i.e., shape

poems, familiar

poems, nursery

rhym

es, finger

plays

, couplets and

acrostic

s,

quatrains)

Read a variety of

poetry (i.e., shape

poems, familiar

poems, nursery

rhym

es, finger

plays

, couplets and

acrostic

s,

quatrains)

R.10.K.13

R.10.K.14

R.10.1.16

R.10.1.17

R.10.2.14

R.10.2.15

Reading a variety of poetry for enjoyment and critical analysis

ELPR.5.K-2.16

Analyze

poetry to

identify the

characteristics of

sim

ple poems

Listen to a variety

of poems and

recognize

difference

s in

rhythm and rhym

e

Deve

lop

awareness of

different kinds of

poems

Analyze

poetry to

identify the

characteristics of

sim

ple poems,

(i.e., acrostic

s)

Analyze

poetry to

identify the

characteristics of

sim

ple poems,

(i.e., acrostic

s,

couplets,

quatrains)

Analyze

poetry to

identify the

characteristics of

sim

ple poems(i.e.,

acrostic

s, couplets,

quatrains)

R.10.1.18

R.10.2.16

34


Arkansas D


Reading

ELPR.5.K-2.17

Use various form

s of

environmental print

and functio

nal print to

acco

mplish tasks

Identify different

kinds of

environmental and

functio

nal print in a

variety of se

ttings

(i.e., community,

classroom, home)

Use functio

nal print

to acc

omplish

tasks

(i.e

., name

cards, labels, lunch

menus, labels,

signs, calendar,

word w

alls)

Use various form

s

of environmental

print and functional

print to accomplish

tasks

(e.g., lu

nch

menus, learning

charts, labels,

logos, common

signs,

announcements,

instructio

ns,

invitatio

ns)

Use various form

s

of environmental


print to accomplish

tasks

(e.g.,, lunch

menus, learning

charts, labels,

logos, common

signs,

announcements,

instructio

ns,

invitatio

ns)

Use various form

s

of environmental


print to accomplish

tasks

(e.g., lu

nch

menus, learning

charts, labels,

logos, common

signs,

announcements,

instructio

ns,

invitatio

ns)

R10.K.15

R.10.K.16

R.10.K.17

R.10.1.19

R.10.2.17

R.10.2.18

R.11.K.13

Reading a variety of practical materials for enjoyment and critical analysis

ELPR.5.K-2.18

Use a variety of

resources to enhance

meaning of text

Deve

lop

awareness of

alphabetic

al order

through the

exp

loration of a

variety of

resources used to

enhance m

eaning

of a text (i.e.,

visuals, reference

materials, table of

contents,

dictio

nary,

thesa

urus,

gloss

ary)

Understand the

functio

n of a

variety of

resources to

enhance m

eaning

of text (i.e., visuals,

reference

materials, table of

contents,

dictio

nary,

thesa

urus,

gloss

ary)

Use a variety of

resources to

enhance m

eaning


reference

materials, table of

contents,

dictio

nary,

thesa

urus,

gloss

ary)

Use a variety of

resources to

enhance m

eaning


reference

materials, table of

contents,

dictio

nary,

thesa

urus,

gloss

ary)

Use a variety of

resources to

enhance m

eaning


reference

materials, table of

contents,

dictio

nary,

thesa

urus,

gloss

ary)

R.10.1.20

R.10.1.21

R.10.1.22

R.10.2.18

R.10.2.19

R.11.K.9

35


Arkansas D


Reading

K-2

Stand: Reading

Standard 6: Vocabulary, word study, and fluency

Students shall acq

uire and apply skills in

vocabulary deve

lopment and word analysis to be able to read fluently

ELPR.6.K-2.1

Use context clues to

predict text

Use visuals to

determ

ine m

eaning

of text

Use context clues

to determ

ine

meaning and

predict text (i.e.,

pictures, repetitive

texts) and to m

ake

sense of new

words

Use context clues

to predict text (i.e.,


texts) and to m

ake

sense of new

words

Use context clues



texts) and to m

ake

sense of new

words

Use context clues



texts) and to m

ake

sense of new

words

R.11.K.1

R.11.1.1

R.11.2.1

ELPR.6.K-2.2

Determ

ine word

meanings by applying

knowledge compound

words, regular plurals,

common contractions,

inflectio

nal endings, and

singular possessive

nouns compound

words, regular plurals,

common contractions,

inflectio

nal endings, and

singular possessive

nouns

Listen to different

words and their

inflectio

ns to grasp

basic

understanding of

English

Deve

lop

awareness of

compound words,

regular plurals and

common

contractio

ns

Determ

ine word

meanings by

applying

knowledge

compound words,

regular plurals,

common

contractio

ns,

inflectio

nal

endings, and

singular

poss

ess

ive nouns

compound words,

regular plurals,

common

contractio

ns,

inflectio

nal

endings, and

singular

poss

ess

ive nouns

Determ

ine word

meanings by

applying

knowledge

compound words,

regular plurals,

common

contractio

ns,

inflectio

nal

endings, and

singular

poss

ess

ive nouns

compound words,

regular plurals,

common

contractio

ns,

inflectio

nal

endings, and

singular

poss

ess

ive nouns

Determ

ine word

meanings by

applying

knowledge

compound words,

regular plurals,

common

contractio

ns,

inflectio

nal

endings, and

singular

poss

ess

ive nouns

compound words,

regular plurals,

common

contractio

ns,

inflectio

nal

endings, and

singular

poss

ess

ive nouns

R.11.1.2

R.11.2.2

Making meaning based on word recognition

ELPR.6.K-2.3

Self-m

onito

r reading

and self-correct

meanings of words

through read alouds,

discuss

ion, and retelling

Listen to stories

read aloud in class

and use sim

ple

words and phrase

s

to retell stories

Self-m

onito

r reading and self-

correct meanings

of words through

read alouds,

discuss

ion, and

retelling (i.e.,

repeated

encounters)

Self-m

onito

r reading and self-

correct meanings

of words through

read alouds,

discuss

ion, and

retelling (i.e.,

repeated

encounters)

Self-m

onito

r reading and self-

correct meanings

of words through

read alouds,

discuss

ion, and

retelling (i.e.,

repeated

encounters)

Self-m

onito

r reading and self-

correct meanings

of words through

read alouds,

discuss

ion, and

retelling (i.e.,

repeated

encounters)

R.11.K.2

R.11.K.16

R.11.1.3

R.11.1.12

R.11.2.3

R.11.2.10

36


Arkansas D


Reading

Spelling-sound word recognition (phonics)

ELPR.6.K-2.4

Decode words using,

blends, digraphs,

common long vowel

patterns, diphthongs,

r-controlled vowel

patterns, prefixe

s,

suffixes, and root words

in contin

uous text

Identify upper-case

and lo

wer-case

letters fluently, use

letter-sound

matches to deco

de

sim

ple words

known to the

reader, and use

picture clues to

cross

check for

word m

eaning

Decode single

syllable words

using initial and

final c

onsonants,

short vowel

patterns, onse

ts

and rim

es, blends

and digraphs in

contin

uous text

Decode words

using, blends,

digraphs, common

long vowel

patterns,

diphthongs,

r-controlled vowel

patterns, prefixe

s,

suffixes, and root

words in

contin

uous text

Decode words

using, blends,

digraphs, common

long vowel

patterns,

diphthongs,

r-controlled vowel

patterns, prefixe

s,

suffixes, and root

words in

contin

uous text

Decode words

using, blends,

digraphs, common

long vowel

patterns,

diphthongs,

r-controlled vowel

patterns, prefixe

s,

suffixes, and root

words in

contin

uous text

R.11.K.3

R.11.K.4

R.11.K.5

R.11.K.6

R.11.K.7

R.11.1.4

R.11.1.5

R.11.2.4

R.11.2.4

Sight word recognition

ELPR.6.K-2.5

Self-m

onito

r reading

Read approximately

500 high frequency

words fluently during

reading

Read a few sim

ple

words and begin to

recognize high

frequency words

during reading

Recognize

approximately 25

high frequency

words with

beginning fluency

during reading

Read fluently

approximately 50-

100 sim

ple and

high frequency

words with

interm

ediate

fluency during

reading

Read fluently

approximately 150-

250 high frequency

words encountered

with adva

nced

fluency during

reading

Read

approximately 500

high frequency

words fluently

during reading

R.11.K.8

R.11.1.6

R.11.2.5

ELPR.6.K-2.6

Sort and class

ify words

by functio

n or co

nce

pt

Sort and class

ify

pictures or objects

by concepts or

functio

n

Sort sim

ple words

by functio

n

Sort nouns by

features, function,

and categories

Sort and class

ify

words by functio

n

or concept

Sort and class

ify

words by functio

n

or concept

R.11.K.10

R.11.1.7

R.11.2.6

ELPR.6.K-2.7

Discuss and learn the

meaning of new w

ords

encountered in

assisted

and in

dependent

reading

Identify new words

encountered in

basic le

vel books

Discuss the

meaning of new

sim

ple words

encountered in

basic le

vel books

Discuss the

meaning of new

words encountered

in independent and

assisted reading

Discuss the

meaning of new

words encountered

in independent and

assisted reading

Discuss the

meaning of new

words encountered

in independent and

assisted reading

R.11.1.8

R.11.2.7

Word study and vocabulary

ELPR.6.K-2.8

Exp

eriment with

language

Exp

eriment with

language (i.e.,

word families,

rhym

ing words)

Exp

eriment with

language (i.e.,

word families,

rhym

ing words,

riddles, nonsense

words)

Exp

eriment with

language (i.e.,

word families,

rhym

ing words,

riddles, nonsense

words)

Exp

eriment with

language (i.e.,

word families,

rhym

ing words,

riddles, nonsense

words)

Exp

eriment with

language (i.e.,

word families,

rhym

ing words,

riddles, nonsense

words)

R.11.K.12

R.11.1.9

R.11.2.8

37


Arkansas D


Reading

ELPR.6.K-2.8

Read grade le

vel texts

with accuracy of 90% or

above

Exp

lore words and

pictures to

construct meaning

of text

Read grade le

vel

text at 25% or

above

Read grade le

vel

text at 50% or

above

Read grade le

vel

texts with accuracy

of 90% or above

Read grade le

vel

texts with accuracy

of 90% or above

R.11.K.14

R.11.1.10

R.11.2.9

Accuracy of reading

ELPR.6.K-2.8

Demonstrate fluency of

letter sounds and

phonic patterns during

reading

Deve

lop basic

phonemic

awareness and

letter-sound

correspondence

Demonstrate

increasing fluency

of basic letter

sounds and phonic

patterns

Demonstrate

fluency of basic

letter sounds and

phonic patterns

Demonstrate

fluency of letter

sounds and phonic

patterns during

reading

Demonstrate

fluency of letter

sounds and phonic

patterns during

reading

R.11.K.15

R.11.1.11

38


Arkansas D


Reading

3-5

Strand: Reading



aterial

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

Using prior knowledge to make

meaning

ELPR.4.3-5.1

Use previewing,

activa

ting prior

knowledge, predicting

content of text,

form

ulatin

g questions,

and establishing

purposes for reading

Activa

te prior

knowledge before

read alouds and

assisted reading

using visuals aids

Activa

te prior

knowledge by

previewing and

using basic text

structure

Organize prior

knowledge and

new inform

ation to

make

meaning of

appropriate leve

l text using graphic

organizers and

visuals

Use previewing,

activa

ting prior

knowledge,

predicting content

of text, form

ulatin

g

questions, and

establishing

purposes for

reading

Use previewing,

activa

ting prior

knowledge,

predicting content

of text, form

ulatin

g

questions, and

establishing

purposes for

reading

R.9.3.1

R.9.4.1

R.9.5.1

R.10.3.10

Using connections with text to make meaning

ELPR.4.3-5.2

Describe the

interrelatio

nships

between text, onese

lf,

the world, and other

content areas

Create visual

presentatio

ns

based on the

inform

atio

n from

sim

ple text

Make basic

connectio

ns from

text to onese

lf and

the world during

reading through

mental pictures

and visual

represe

ntations

Make connectio

ns

that demonstrate a

deeper

understanding of

text related to

onese

lf, text, and

the world

Describe the

interrelatio

nships

between text,

onese

lf, the world,

and other content

areas

Describe the

interrelatio

nships

between text,

onese

lf, the world,

and other content

areas

R.9.3.3

R.9.4.2

R.9.3.4

R.9.4.3

R.9.5.2

39


Arkansas D


Reading

3-5

Strand: Reading



aterial

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

Using connections with text to make meaning

ELPR.4.3-5.3

Ask questions and

support answers by

connectin

g prior

knowledge with

literal and

inferential

inform

atio

n found

in the text

Ask questions that

reflect active

engagement in the

text during read

alouds and

assisted reading

using visuals,

props, and sim

ple

phrase

s and

sentence

s

Use additional

resources to

support answers to

questions

form

ulated before,

during, and after

reading

Ask questions

related to the

author’s purpose

and topic of the

text and check the

appropriate leve

l text for answers

Ask questions and

support answers

by connectin

g prior

knowledge with

literal and

inferential

inform

atio

n found

in the text

Ask questions and

support answers

by connectin

g prior

knowledge with

literal and

inferential

inform

atio

n found

in the text

R.9.3.5

R.9.3.6

R.9.3.7

R.9.4.5

R.9.4.6

R.9.5.3

R.9.5.4

R.9.5.5

ELPR.4.3-5.4

Infer the purpose of

the text and

desc

ribe how the

author’s purpose

determ

ines the

choice of language

and in

form

atio

n in

a text

Connect own

back

ground

knowledge and

personal

exp

erience to text

with assistance

Connect own

back

ground

knowledge and

personal

exp

erience to

make

inferences

and to resp

ond to

new inform

ation

presented in text

Infer the purpose

of the text and

desc

ribe how the

author’s purpose

determ

ines the

choice of language

and in

form

atio

n in

a text

Infer the purpose

of the text and

desc

ribe how the

author’s purpose

determ

ines the

choice of language

and in

form

atio

n in

a text

Infer the purpose

of the text and

desc

ribe how the

author’s purpose

determ

ines the

choice of language

and in

form

atio

n in

a text

R.9.3.8

R.9.4.7

R.9.4.8 R.9.5.6

Using inferences to make meaning

ELPR.4.3-5.5

Draw inference

s,

conclusions or

generalizatio

ns,

and support them

with text evidence,

context clues

and/or personal

exp

eriences

Use context clues

to exp

and

understanding of

content knowledge

in familiar texts

with assistance

from the teach

er or

peers

Make inferences

supported by a

character’s

thoughts, words

and actio

ns, or the

narrator’s

desc

riptio

n in

read

alouds and

assisted reading

Make inferences

supported by a

character’s

thoughts, words

and actio

ns, or the

narrator’s

desc

riptio

n

Draw inference

s,

conclusions or

generalizatio

ns,

and support them

with text evidence,

context clues,

and/or personal

exp

eriences

Draw inference

s,

conclusions or

generalizatio

ns,

and support them

with text evidence,

context clues

and/or personal

exp

eriences

R.9.3.9

R.9.4.9

R.9.5.7

Summarizing and

synthesizing for

meaning ELPR.4.3-5.6

Analyze

literary

elements of

character, plot, and

setting

Identify releva

nt

inform

atio

n from

sim

ple text using

visuals, props, or

actio

ns

Organize

inform

atio

n and

eve

nts lo

gically

using visuals,

props, or actio

ns

Sort releva

nt and

irreleva

nt

inform

atio

n based

on the purpose

of

reading

Analyze

literary

elements of


setting

Analyze

literary

elements of


setting

R.9.3.10

R.9.4.10

R.9.5.8

40


Arkansas D


Reading

ELPR.4.3-5.7

Summarize

content

of selection of

fictio

n and

nonfic

tion using a

variety of strategies

Use the text

features to locate

and recall

inform

atio

n, with

emphasis on fonts,

text effects,

illustratio

ns, and

photographs

Summarize

content of

selectio

n through

pictures, sim

ple

phrase

s, and

sentence

s

Compare and

contrast the

actio

ns, m

otive

s,

and appearance of

characters in

a

work of fiction and

discuss

the

importance of the

contrasts to the

plot

Summarize

content of

selectio

n of fic

tion

and nonfic

tion

using a variety of

strategies (i.e

.,

graphic organizers,

compare and

contrast, infer,

summarize

, analysis of text

features and text

structures)

Summarize

content of

selectio

n of fic

tion

and nonfic

tion

using a variety of

strategies (i.e

.,

graphic organizers,

compare and

contrast, infer,

summarize

, analysis of text

features and text

structures)

R.9.3.12

R.9.3.13

R.9.4.12

R.9.5.9

R.9.5.10

R.9.5.11

R.9.5.12

R.9.5.13

R.9.5.14

R.9.5.15

R.9.5.16

R.9.5.17

R.9.5.18

R.9.5.19

R.9.5.20

R.9.5.21

41


Arkansas D


Reading

3-5

Strand: Reading




Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPR.5.3-5.1

Read age-appropriate

texts for a substantia

l amount of tim

e daily

Read age-

appropriate texts

for a substantial

amount of tim

e

daily (i.e

., assigned

and self-selected

materials at

independent and

instructio

nal leve

ls)

Read age-

appropriate texts

for a substantial

amount of tim

e

daily (i.e

., assigned

and self-selected

materials at

independent and

instructio

nal leve

ls)

Read age-

appropriate texts

for a substantial

amount of tim

e

daily (i.e

., assigned

and self-selected

materials at

independent and

instructio

nal leve

ls)

Read age-

appropriate texts

for a substantial

amount of tim

e

daily (i.e

., assigned

and self-selected

materials at

independent and

instructio

nal leve

ls)

Read age-

appropriate texts

for a substantial

amount of tim

e

daily (i.e

., assigned

and self-selected

materials at

independent and

instructio

nal leve

ls)

R.9.3.11

R.9.4.11

R.10.3.1

R.10.4.1

R.10.5.1

ELPR.5.3-5.2

Analyze

and compare

the distin

guishing

features of nonfic

tion

and fictio

n

Demonstrate

knowledge of the

content, style, and

theme of the works

of a single author

using visuals,

props, and actions

Demonstrate

knowledge of the

content, style, and

theme of the works

of a single author

Demonstrate

knowledge of the

content, style, and

theme of the works

of multiple authors

Analyze

and

compare the

distin

guishing

features of

nonfic

tion and

fictio

n (i.e.,

content, style,

theme)

Analyze

and

compare the

distin

guishing

features of

nonfic

tion and

fictio

n (i.e.,

content, style,

theme)

R.10.3.2

R.10.3.3

R.10.4.2

R.10.4.3

R.10.5.2

R.10.5.3

Exhibit behaviors and habits of an active reader

ELPR.5.3-5.3

Respond to a wide

variety of texts by

contributin

g to a

reading jo

urnal to

demonstrate

appropriate

comprehension skills

Read a variety of

inform

atio

nal text

(i.e., textbooks,

newspapers,

magazines, other

instructio

nal

materials with

visuals) to compile

inform

atio

n from

texts in a reading

log, journal, or

interest list

Respond to a

variety of text by

contributin

g to a

reading jo

urnal

using pictures and

sim

ple phrases

and sentence

s

Respond to a wide

variety of texts by

contributin

g to a

reading jo

urnal to

demonstrate

appropriate

comprehension

skills (i.e., pictures,

written response

s,

reading lo

g,

journal, in

terest

list, reading goals)

Respond to a wide

variety of texts by

contributin

g to a

reading jo

urnal to

demonstrate

appropriate

comprehension


written response

s,

reading lo

g,

journal, in

terest


Respond to a wide

variety of texts by

contributin

g to a

reading jo

urnal to

demonstrate

appropriate

comprehension


written response

s,

reading lo

g,

journal, in

terest


R.10.3.4

R.10.4.4

R.10.5.4

42


Arkansas D


Reading

ELPR.5.3-5.4

Self-select materials

on independent

reading le

vel based

on personal interest,

knowledge of authors,

different types of texts

Self-select

materials on

independent

reading le

vel

based on personal

interest,

knowledge of

authors, different

types of texts

Self-select

materials on

independent

reading le

vel

based on personal

interest,

knowledge of

authors, different

types of texts

Self-select

materials on

independent

reading le

vel

based on personal

interest,

knowledge of

authors, and

different types of

texts

Self-select

materials on

independent

reading le

vel

based on personal

interest,

knowledge of

authors, and

different types of

texts

Self-select

materials on

independent

reading le

vel

based on personal

interest,

knowledge of

authors, and

different types of

texts

R.10.3.5

R.10.4.5

ELPR.5.3-5.5

Use graphic

organizers to m

ake

meaning of the

reading selectio

n

Use graphic

organizers (e.g.,

picture webs) to

make

meaning of

the reading

selectio

n with

assistance

Use graphic

organizers (e.g.,

word w

ebs) to

make

meaning of

the reading

selectio

n

Use graphic

organizers, (e.g.,

main idea/detail

maps, outlines) to

make

meaning of

the reading

selectio

n

Use graphic

organizers (e.g.,

word w

ebs,

K-W

-H-L charts,

outlines) to m

ake

meaning of the

reading selectio

n

Use graphic

organizers (e.g.,

word w

ebs,

K-W

-H-L charts,

outlines) to m

ake

meaning of the

reading selectio

n

R.10.3.6

R.10.4.6

ELPR.5.3-5.6

Locate in

form

atio

n to

support opinions,

predictions, and

conclusions

Identify the

appropriate areas

of the library/m

edia

center to select

familiar reading

materials with

assistance

Scan m

aterials to

deve

lop a general

ove

rview

Eva

luate texts for

appropriateness to

reading tasks

Identify

cause/effect and

problem/solution

relatio

nsh

ips

Locate in

form

atio

n

to support

opinions,

predictions, and

conclusions

R.10.3.7

R.10.4.7

R.10.5.5

R.10.5.7

R.10.5.8

ELPR.5.3-5.7

Read and

comprehend a variety

of literature

Read a variety of

inform

atio

nal texts

with sequentia

l form

at presented

in visual form

Read a variety of

poetry, with

emphasis on

rhym

ed and

patterned

Read a variety of

historica

l fic

tion,

biography, and

realistic

fictio

n

Read and

comprehend a

variety of literature

(i.e., in

form

atio

nal

texts, prose,

poetry, historica

l fictio

n, biography,

realistic

fictio

n)

Read and

comprehend a


(i.e., in

form

atio

nal

texts, prose,

poetry, historica

l fictio

n, biography,

realistic

fictio

n)

R.10.3.8

R.10.4.8

R.10.5.10

R.10.5.11

Read a variety of literature for enjoyment and critical analysis

ELPR.5.3-5.8

Describe the

characteristic

structure of

exp

ository text

Identify the

characteristics of

exp

ository text

using visuals,

props, or actio

ns

Recognize

exp

ository text

structures that are

sequentia

l presented using

visuals, props, or

actio

ns

Describe the

characteristic

structure of

exp

ository text

Describe the

characteristic

structure of

exp

ository text

Describe the

characteristic

structure of

exp

ository text

R.10.3.9

R.10.4.9

R.10.5.12

R.10.3.10

43


Arkansas D


Reading

ELPR.5.3-5.9

Identify the

characteristic

structure of rhym

ed

and patterned poetry

in read alouds, choral

reading, assisted

reading, and

independent reading

Identify the

characteristic

structure of

rhym

ed and

patterned poetry in

read alouds, choral

reading, and

assisted reading

Identify the

characteristic

structure of

rhym

ed and

patterned poetry in

read alouds, choral

reading, and

assisted reading

Identify the

characteristic

structure of

rhym

ed and

patterned poetry in

read alouds, choral

reading, and

assisted reading

Identify the

characteristic

structure of

rhym

ed and

patterned poetry in

read alouds, choral

reading, assisted

reading, and

independent

reading

Identify the

characteristic

structure of

rhym

ed and

patterned poetry in

read alouds, choral

reading, assisted

reading, and

independent

reading

R.10.5.12

ELPR.5.3-5.10

Read a variety of

literature and id

entify

and compare story

elements

Read variety of

familiar stories in

sim

ple la

nguage

with assistance

Read variety of

familiar stories in

sim

ple la

nguage

and id

entify story

elements

Read a variety of

literature (i.e., tall

tales, fables,

mys

teries, realistic

fictio

n) and id

entify

and compare story

elements

Read a variety of


tales, fables,

mys

teries, realistic

fictio

n) and id

entify

and compare story

elements

Read a variety of


tales, fables,

mys

teries, realistic

fictio

n) and id

entify

and compare story

elements

R.10.3.11

R.10.4.11

R.10.3.12

R.10.4.12

ELPR.5.3-5.11

Read critic

ally from

two or more sources

and use graphic

organizers to analyze

and compare

inform

atio

n from

functio

nal and

practic

al text to

acco

mplish a task

Read functio

nal

and practic

al texts

(e.g., catalogs,

schedules,

diagrams, menus,

recipes, maps,

brochures,

newspaper, and

magazine articles)

with visual

inform

atio

n to

acco

mplish a task

Read functio

nal

and practic

al texts

and use graphic

organizers to

analyze

inform

atio

n from

functio

nal texts to

acco

mplish a task

Read critic

ally from

two or more

sources and use

graphic organizers

to analyze

and

compare

inform

atio

n from

functio

nal and

practic

al text to

acco

mplish a task

Read critic

ally from

two or more

sources and use

graphic organizers

to analyze

and

compare

inform

atio

n from

functio

nal and

practic

al text to

acco

mplish a task

Read critic

ally from

two or more

sources and use

graphic organizers

to analyze

and

compare

inform

atio

n from

functio

nal and

practic

al text to

acco

mplish a task

R.10.4.10

R.10.5.13

R.10.5.14

R.10.3.18

R.10.4.18

R.10.3.19

R.10.4.19

Read a variety of literature for enjoyment and critical analysis

ELPR.5.3-5.12

Identify language and

literary devices in

read alouds, choral

reading, assisted

reading, and

independent reading

Listen to a variety

of literature to

identify the

characteristics of

language and

literary devices

(e.g., m

ood, tone)

with assistance

Listen to a variety

of literature to

identify the

characteristics of

language and

literary devices

(e.g., m

ood, tone)

with assistance

Listen to a variety

of literature to

identify the

characteristics of

language and

literary devices

(e.g., m

ood, tone)

with assistance

Identify language

and literary

devices (e.g.,

mood, tone) in

read alouds, choral

reading, assisted

reading, and

independent

reading

Identify language

and literary

devices (e.g.,

mood, tone) in

read alouds, choral

reading, assisted

reading, and

independent

reading

R.10.3.14

R.10.4.14

44


Arkansas D


Reading

ELPR.5.3-5.13

Read, discuss

, and

analyze

a variety of

poetry

Listen to a variety

of poetry (i.e.,

diamantes,

cinquains, free

verse, lim

erick

s)

Listen to a variety

of poetry (i.e.,

diamantes,

cinquains, free

verse, lim

erick

s)

and id

entify

structural

characteristics

Read and discu

ss

a variety of poetry

and analyze

structured

characteristics of

diamantes,

cinquains, free

verse, and

limerick

s

Read and discu

ss

a variety of poetry

and analyze

structured

characteristics of

diamantes,

cinquains, free

verse, and

limerick

s

Read and discu

ss

a variety of poetry

and id

entify

structured

characteristics of

diamantes,

cinquains, free

verse, and

limerick

s

R.10.3.15

R.10.4.15

R.10.3.16

R.10.4.16

ELPR.5.3-5.14

Use a dictionary,

index, thesa

urus,

encyc

lopedia, and

online reference

materials to enhance

reading

Use visual

reference m

aterials

to enhance reading

Use bilingual

reference m

aterials

to enhance reading

Use a dictionary,

index, thesa

urus,

encyc

lopedia, and

online reference

materials to

enhance reading

Use a dictionary,

index, thesa

urus,

encyc

lopedia, and

online reference

materials to

enhance reading

Use a dictionary,

index, thesa

urus,

encyc

lopedia, and

online reference

materials to

enhance reading

R.10.3.20

3-5

Strand: Reading


Students shall acquire and apply skills in vocabulary deve

lopment and w

ord analysis to be able to read fluently

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPR.6.3-5.1

Use context clues to

determ

ine the precise

meaning of new w

ords

Use pictures and

visuals to

determ

ine the

precise m

eaning of

new w

ords

Use context clues

to determ

ine the

precise m

eaning of

basic words

Use context clues

to determ

ine the

precise m

eaning of

new w

ords

Use context clues

to determ

ine the

precise m

eaning of

new w

ords

Use context clues

to determ

ine the

precise m

eaning of

new w

ords

R.11.3.1

R.11.4.1

R.11.5.1

Making meaning based on word recognition

ELPR.6.3-5.2

Use knowledge of plural

poss

ess

ive nouns and

irregular ve

rbs to read

with m

eaning

Recognize

difference

s in

regular and

irregular ve

rbs,

nouns, and plurals

to read with

meaning with

assistance

Use of knowledge

of few plural

poss

ess

ive nouns

and irregular ve

rbs

to read with

meaning

Use knowledge of

irregular plurals,

verb tense

s,

homonym

s,

homographs,

homophones,

prefixe

s, and

suffixes to read

with m

eaning

Use knowledge of

irregular plurals,

verb tense

s,

homonym

s,

homographs,

homophones,

prefixe

s, and

suffixes to read

with m

eaning

Use knowledge of

plural posse

ssive

nouns and

irregular ve

rbs to

read with m

eaning

(i.e., irregular

plurals, ve

rb

tense

s,

homonym

s,

homographs,

homophones,

prefixe

s, and

suffixes)

R.11.3.2

R.11.4.2

45


Arkansas D


Reading

Sight word recognition

ELPR.6.3-5.3

Deve

lop and m

aintain an

adequate body of sight

words

Match a pronoun

and its referent

through pictures

and cognates

through written

language

Recognize and use

transition words

Exp

lain few w

ords

with m

ultiple

meanings in

appropriate context

Deve

lop and

maintain an

adequate body of

sight words (i.e

.,

pronouns,

cognates,

transition words)

Deve

lop and

maintain an

adequate body of

sight words (i.e

.,

pronouns,

cognates,

transition words)

R.11.5.2

R.11.3.3

R.11.3.4

R.11.4.3

R.11.4.4

R.11.3.5

R.11.3.8

R.11.4.8

R.11.5.3

R.11.5.6

R.11.5.7

R.11.5.11

ELPR.6.3-5.4

Use knowledge of root

words and affixes and

word relationships to

determ

ine m

eaning

Decode words

using variant vo

wel

patterns (i.e., onse

t and rim

e, word

families) with

assistance

Refine strategies

to decode m

ulti-

syllabic words

Use knowledge of

root words and

affixes and word

relatio

nsh

ips to

determ

ine m

eaning

Use knowledge of

root words and

affixes and word

relatio

nsh

ips to

determ

ine m

eaning

Use knowledge of

root words and

affixes and word

relatio

nsh

ips to

determ

ine m

eaning

R.11.3.6

R.11.4.5

R.11.5.4

R.11.5.9

ELPR.6.3-5.5

Use context to determ

ine

meaning of multiple

meaning words

Use visuals in

context to

determ

ine m

ultiple

meaning of words

Use context to

determ

ine m

eaning

of multiple

meaning words

Use context to

determ

ine m

eaning

of multiple

meaning words

Use context to

determ

ine m

eaning

of multiple

meaning words

Use context to

determ

ine m

eaning

of multiple

meaning words

R.11.3.7

R.11.4.6

R.11.5.5

R.11.5.10


ELPR.6.3-5.6

Use word-reference

materials to categorize

words as nouns, actio

n

verbs, syn

onym

s, and

antonym

s during

discuss

ions about words

Use bilingual

dictio

nary to m

ake

meaning of daily

words

Use bilingual

dictio

nary and

gloss

ary to m

ake

meaning of un

known words

Use word-

reference m

aterials

(i.e., glossary,

dictio

nary,

thesa

urus) to

categorize

words

as nouns, action

verbs, syn

onym

s,

and antonym

s

during discu

ssions

about words

Use word-

reference m

aterials

(i.e., glossary,

dictio

nary,

thesa

urus) to

categorize

words

as nouns, action

verbs, syn

onym

s,

and antonym

s

during discu

ssions

about words

Use word-

reference m

aterials

(i.e., glossary,

dictio

nary,

thesa

urus) to

categorize

words

as nouns, action

verbs, syn

onym

s,

and antonym

s

during discu

ssions

about words

R.11.3.9

R.11.4.9

R.11.4.10

Accuracy of reading

ELPR.6.3-5.7

Read grade le

vel text

orally with acc

uracy and

exp

ression

Listen to grade

leve

l text read

orally

Read grade le

vel

text w

ith accu

racy

of 10% or above

Read grade le

vel

text w

ith accu

racy

of 30% or above

Read grade le

vel

text w

ith accu

racy

of 50% or above

Read grade le

vel

texts with accuracy

of 90% or above

R.11.4.11

R.11.3.10

R.11.5.12

R.11.5.13

46


Arkansas D


Reading

6-8

Strand: Reading



aterial

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

Prior knowledge

ELPR.4.6-8.1

Use previewing,

activa

ting prior

knowledge,

predicting content

of text, form

ulatin

g

questions, and

establishing

purposes for

reading

Use previewing of

visuals to activate

prior knowledge

Use previewing,

activa

ting prior

knowledge, and

predicting in

single

words and phrase

s

Use previewing,

activa

ting prior

knowledge,

predicting content

of text, form

ulatin

g

questions, and

establishing

purposes for

reading

Use previewing,

activa

ting prior

knowledge,

predicting content

of text, form

ulatin

g

questions, and

establishing

purposes for

reading

Use previewing,

activa

ting prior

knowledge,

predicting content

of text, form

ulatin

g

questions, and

establishing

purposes for

reading

R.9.6.1

R.9.7.1

R.9.8.1

ELPR.4.6-8.2

Analyze

the

interrelatio

nships of

text and world

issu

es and eve

nts

by applying

connectio

n

strategies

Make connectio

ns

to text using visuals

and teach

er

support

Understand

connectio

ns within text

using elements of the

text

Infer

interrelatio

nships

of texts and world

issu

es and eve

nts

using m

ain id

eas

and key concepts

Analyze

the

interrelatio

nships

of text and world

issu

es and eve

nts

by applying

connectio

n

strategies

Analyze

the

interrelatio

nships

of text and world

issu

es and eve

nts

by applying

connectio

n

strategies

R.9.6.2

R.9.7.2

R.9.8.2

Making connections

ELPR.4.6-8.3

Connect, co

mpare,

and contrast ideas,

themes, and issues

across texts

Connect ideas and

key concepts

across texts using

visuals

Connect and compare

ideas and key

concepts across texts

using visuals and

teach

er su

pport

Connect, co

mpare,

and contrast ideas

and key concepts

across texts

Connect, co

mpare,

and contrast ideas,

themes, and

issu

es across

texts

Connect, co

mpare,

and contrast ideas,

themes, and

issu

es across

texts

R.9.8.3

ELPR.4.6-8.4

Generate and

revise questions to

establish purposes

for reading,

prioritize, and

defend questio

ns

Observe class

form

atio

n of

questions to

establish purpose

for reading

Observe and sim

ulate

questions to establish

purpose for reading

Generate sim

ple

questions to

establish purpose

for reading

Generate and

revise questions to

establish purposes

for reading

Generate and

revise questions to

establish purposes

for reading,

prioritize, and

defend questio

ns

R.9.6.3

R.9.7.3

R.9.8.4

Using questions and monitoring

ELPR.4.6-8.5

Generate and

revise questions

releva

nt to text and

topics

Observe class

form

atio

n of

questions releva

nt

to texts and topics

Observe and sim

ulate

questions releva

nt to

text and topics

Generate sim

ple

questions releva

nt

to text and topics

Generate and

revise questions

releva

nt to text and

topics

Generate and

revise questions

releva

nt to text and

topics

R.9.6.4

47


Arkansas D


Reading

ELPR.4.6-8.6

Generate, revise

, and prioritize

questions related to

universal themes to

interpret meaning

Observe class

form

atio

n of


universal themes to

interpret meaning

Observe and sim

ulate


universal themes to

interpret meaning

Generate sim

ple

questions related

to universal

themes to interpret

meaning

Generate and

prioritize questio

ns

related to universal

themes to interpret

meaning

Generate, revise

, and prioritize

questions related

to universal

themes to interpret

meaning

R.9.7.4

R.9.8.5

ELPR.4.6-8.7

Self-m

onito

r questions

comprehension in

relatio

n to

generated

Observe m

odeling

of comprehension

responses in

relatio

n to sim

ple

questions

generated

Peer-monitor

comprehension in

relatio

n to sim

ple

questions generated

Peer-monitor

comprehension in

relatio

n to

questions

generated

Self-m

onito

r comprehension in

relatio

n to

questions

generated

Self-m

onito

r comprehension in

relatio

n to

questions

generated

R.9.6.5

ELPR.4.6-8.8

Self-m

onito

r reading strategies

using resources

and questions, and

modify questions to

aid comprehension

Observe m

odeling

of reading

strategies, (i.e.,

rereading) using

resources and

questions, and

modify questions to

aid comprehension

Peer-monitor reading

strategies (i.e

.,

rereading) using

resources and

questions, and m

odify

questions to aid

comprehension

Peer-monitor

reading strategies,

including

rereading, using

resources and

questions, and

modify questions

to aid

comprehension

Self-m

onito


(i.e., rereading)

using resources

and questions, and

modify questions

to aid

comprehension

Self-m

onito


(i.e., rereading)

using resources

and questions, and

modify questions

to aid

comprehension

R.9.7.5

R.9.8.6

Making connections

ELPR.4.6-8.9

Connect prior

knowledge to m

ake

inferences and to

respond to

inform

atio

n

presented in text

Connect prior

knowledge to

respond to

inform

atio

n

presented in text

with visual

assistance

Connect prior

knowledge to m

ake

inferences and to

respond in

sim

ple

language to

inform

atio

n presented

in text

Connect prior

knowledge to

make

inferences

and to resp

ond to

inform

atio

n

presented in text

Connect prior

knowledge to

make

inferences

and to resp

ond to

inform

atio

n

presented in text

Connect prior

knowledge to

make

inferences

and to resp

ond to

inform

atio

n

presented in text

R.9.6.6

R.9.7.6

R.9.7.8

ELPR.4.6-8.10

Make inferences

and draw

conclusions about

characters’ traits

and actio

ns based

on plot, im

pact on

plot deve

lopment,

theme, se

tting,

motive

s, and

responses to other

characters

Draw conclusions

about characters’

traits and actions

based on setting

using visual

assistance

Make inferences about


and

actio

ns based on plot

and setting

Make inferences

and draw

conclusions about


and actio

ns based

on plot, im

pact on

plot deve

lopment,

and setting

Make inferences

and draw

conclusions about


and actio

ns based

on plot, im

pact on

plot deve

lopment,

setting, motives,

and responses to

other characters

Make inferences

and draw

conclusions about


and actio

ns based

on plot, im

pact on

plot deve

lopment,

theme, se

tting,

motive

s, and

responses to other

characters

R.9.6.7

R.9.7.7

R.9.8.8

Using inferences and interpretations

ELPR.4.6-8.11

Infer mood and

theme of text

Deve

lop voca

bulary

to infer mood

Use vocabulary to infer

mood

Infer mood of text

Infer mood of text

Infer mood and

theme of text

R.9.7.8

R.9.8.9

48


Arkansas D


Reading

ELPR.4.6-8.12

Use lite

rary

elements and

historica

l context to

infer author’s intent

Acquire vocabulary

for understanding

literary elements

Identify literary

elements

Identify literary

elements and

historica

l context

Use lite

rary

elements and

historica

l context to


Use lite

rary

elements and

historica

l context to


R.9.8.10

ELPR.4.6-8.13

Analyze

literary

elements of

character, plot/

plot deve

lopment,

and setting

Acquire vocabulary

of character, plot

and setting

Identify literary

elements of character,

plot, and setting

Analyze

literary

elements of


setting

Analyze

literary

elements of fiction

with emphasis on

plot deve

lopment

and conflict

resolution

Analyze

literary

elements of

character, plot/

plot deve

lopment,

and setting

R.9.6.8

R.9.7.9

R.9.8.11

ELPR.4.6-8.14

Compare the

actio

ns, m

otive

s,

and appearance of

characters in

a

work of fiction

Exp

lore the actions

and m

otive

s of

characters in

an

illustrated or

adapted work of

fictio

n

Identify and use

vocabulary to id

entify

actio

ns and m

otives of

characters in

an

illustrated or adapted

work of fiction

Compare the

actio

ns, m

otive

s,

and appearances

of characters in a

work of fiction

Compare the

actio

ns, m

otive

s,

and appearance of

characters in

a

work of fiction

Compare the

actio

ns, m

otive

s,

and appearance of

characters in

a

work of fiction

R.9.6.9

ELPR.4.6-8.15

Compare and

contrast points of

view and exp

lain

the effect on the

ove

rall theme of a

literary work

Demonstrate

understanding of

authors’ p

oints of

view using visual

aids

Identify the vocabulary

of points of view in

adapted literary words

Identify, compare,

and contrast points

of view and exp

lain

the effect on the

ove

rall theme of a

literary work

Compare and

contrast points of

view (e.g., first

person, lim

ited,

and omniscient

third person) and

exp

lain the effect

on the ove

rall

theme of a lite

rary

work

Compare and

contrast points of

view (e.g., first

person, lim

ited,

and omniscient

third person) and

exp

lain the effect

on the ove

rall

theme of a lite

rary

work

R.9.7.10

R.9.8.12

ELPR.4.6-8.16

Eva

luate the

accu

racy and

appropriateness of

facts and

inferences

supported by

evidence

and

opinions in text

Use visual aids and

actio

ns to id

entify

facts in an

illustrated story with

adapted text

Identify facts supported

by evidence

in text

Identify inference

s

supported by

evidence

and

opinions in text

Distinguish among

facts and

inferences

supported by

evidence

and

opinions in text

Eva

luate the

accu

racy and

appropriateness of

facts and

inferences

supported by

evidence

and

opinions in text

R.9.6.10

R.9.7.18

R.9.8.21

Using inferences and interpretations

ELPR.4.6-8.17

Distinguish

between stated fact

and opinion in

text

Communicate

understanding of

the difference

between fact and

opinion using

visuals, props, and

actio

ns

Apply acq

uired

vocabulary to Identify

stated fact and opinion

in text

Identify stated fact

and opinion in

text

Distinguish

between stated

fact and opinion in

text

Distinguish

between stated

fact and opinion in

text

R.9.7.11

R.9.8.13

49


Arkansas D


Reading

ELPR.4.6-8.18

Use text

inform

atio

n and

back

ground

knowledge to draw

conclusions and to

make

inferences

Use prior

knowledge to

understand text

inform

atio

n using

visuals and actions

Use prior kn

owledge

and text inform

atio

n to

draw conclusions

Use prior

knowledge and

text inform

atio

n to

make

inferences

Use text

inform

atio

n and

back

ground

knowledge to draw

conclusions and to

make

inferences

Use text

inform

atio

n and

back

ground

knowledge to draw

conclusions and to

make

inferences

R.9.6.11

ELPR.4.6-8.19

Classify and

organize

inform

atio

n from

more than one text,

based on purpose

and/or leve

l of

importance

Classify inform

ation

from text using

visuals with

assistance

Apply acq

uired

vocabulary to classify

and organize

inform

atio

n from text

based on purpose or

leve

l of im

portance of

inform

atio

n

Classify and

organize

inform

atio

n from

various texts,

based on purpose

and/or leve

l of

importance

Classify and

organize

inform

atio

n from

more than one

text, based on

purpose and/or

leve

l of im

portance

Classify and

organize

inform

atio

n from

more than one

text, based on

purpose and/or

leve

l of im

portance

R.9.8.14

ELPR.4.6-8.20

Identify main id

eas

and supporting

evidence

in short

reading pass

ages

Recognize,

decode, and

pronounce

key

words in short

pass

ages from

short stories and

nove

ls with teach

er

support

Identify, decode, and

pronounce

key words

in short pass

ages from

stories and nove

ls

Identify main id

eas

and supporting

evidence

in short

reading pass

ages

Identify main id

eas

and supporting

evidence

in short

reading pass

ages

Identify main id

eas

and supporting

evidence

in short

reading pass

ages

R.9.6.12

R.9.7.12

R.9.8.15

ELPR.4.6-8.21

Identify and use

text features, cue

words, and key

phrase

s with an

emphasis on text

organizers and

graphics

Identify text

features and cue

words with visual

assistance

and

teach

er su

pport

Identify and use text

features, cue words,

and key phrases with

an emphasis on text

organizers and

graphics with teacher

support

Identify and use

text features, cue

words, and key

phrase

s with an

emphasis on text

organizers and

graphics

Identify and use

text features, cue

words, and key

phrase

s with an

emphasis on text

organizers and

graphics

Identify and use

text features, cue

words, and key

phrase

s with an

emphasis on text

organizers and

graphics

R.9.6.13

R.9.7.13

R.9.8.16

Determining importance

ELPR.4.6-8.22

Use knowledge of

text structure(s) to

enhance

understanding with

emphasis on

cause/effect,

compare/

contrast, and

problem/solution

Identify va

rious text

structures using

visuals and

graphics with

teach

er su

pport,

with emphasis on

cause/effect,

compare/

contrast, and

problem/

solution

Identify and use

various text structures

using visuals and

graphics with teacher

support with emphasis

on cause

/effect,

compare/

contrast, and problem/

solution

Use knowledge of


enhance

understanding with

emphasis on

cause/effect,

compare/

contrast, and

problem/solution

Use knowledge of


enhance

understanding with

emphasis on

cause/effect,

compare/

contrast, and

problem/solution

Use knowledge of


enhance

understanding with

emphasis on

cause/effect,

compare/

contrast, and

problem/solution

R.9.6.14

R.9.7.14

R.9.8.17

50


Arkansas D


Reading

ELPR.4.6-8.23

Classify and

organize text

inform

atio

n by

determ

ining

subtopics of

inform

atio

n using

organizers

Classify and

organize text

inform

atio

n using

graphic organizers

with teacher

support

Classify and organize

text inform

atio

n by

determ

ining topics and

subtopics of

inform

atio

n with

teach

er su

pport

Classify and

organize text

inform

atio

n by

determ

ining

subtopics of

inform

atio

n using

organizers

Classify and

organize text

inform

atio

n by

determ

ining

subtopics of

inform

atio

n using

organizers

Classify and

organize text

inform

atio

n by

determ

ining

subtopics of

inform

atio

n using

organizers

R.9.6.15

R.9.7.15

R.9.8.18

ELPR.4.6-8.24

Use study

strategies to

determ

ine general

ove

rview of text

Locate key words

and phrase

s used

in skim

ming and

scanning strategies

to deve

lop a

general ove

rview,

note-taking,

questioning as

study strategies

with teacher

support

Locate key words and

phrase

s to deve

lop a

general ove

rview of

text using study

strategies (i.e

.,

skim

ming and

scanning, note-taking,

outlining, and

questioning)

Locate key words

and phrase

s to

deve

lop a general

ove

rview of text

using study

strategies (i.e

.,

skim

ming and

scanning, note-

taking, outlining,

and questioning)

Locate key words

and phrase

s to

deve

lop a general

ove

rview of text

using study

strategies (i.e

.,

skim

ming and

scanning, note-

taking, outlining,

and questioning)

Use study

strategies to

determ

ine general

ove

rview of text

(i.e., skimming and

scanning, note-

taking, outlining,

and questioning)

R.9.6.16

R.9.7.16

R.9.8.19

ELPR.4.6-8.25

Syn

thesize

inform

atio

n from

multiple texts and

provide evidence to

support

Locate key words

and short phrases

to summarize

content of text with

visual a

ssistance

and teach

er

support

Locate key words and

short phrases to

summarize

content of

text w

ith teach

er

support

Summarize

the

content of a text

using graphic

organizers

Syn

thesize

inform

atio

n from

multiple texts and

provide evidence

to support using

graphic organizers

Syn

thesize

inform

atio

n from

multiple texts and

provide evidence

to support

R.9.6.18

R.9.7.17

R.9.8.20

Summarizing and synthesizing

ELPR.4.6-8.26

Identify and

sequence

eve

nts in

a text (e.g.,

cause/effect,

motiva

tion, plot

analysis, theme)

Sequence eve

nts in

a text using visuals

and teach

er

support

Identify and sequence

eve

nts in

a text using

graphic organizers

(e.g., cause/effect,

motiva

tion, point of

view, plot analysis)

Identify and

sequence

eve

nts

in a text (e.g.,

cause/effect,

motiva

tion, plot

analysis, theme)

Identify and

sequence

eve

nts

in a text (e.g.,

cause/effect,

motiva

tion, plot

analysis, theme)

Identify and

sequence

eve

nts

in a text (e.g.,

cause/effect,

motiva

tion, plot

analysis, theme)

R.9.6.19

R.9.8.21

Evaluating

ELPR.4.6-8.27

Eva

luate personal,

social, and political

issu

es as

presented in text

Identify personal,


issu

es with teacher

support

Identify personal,


issu

es presented in

text w

ith teach

er

support

Determ

ine the

impact of personal,


issu

es presented

in text

Eva

luate personal,


issu

es presented

in text

Eva

luate personal,


issu

es presented

in text

R.9.6.20

R.9.7.19

R.9.8.22

51


Arkansas D


Reading

6-8

Strand: Reading



mine, and resp

ond to a wide range of texts for a variety of purposes.

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPR.5.6-8.1

Read for a

substantia

l amount

of tim

e daily,

including assigned

and self-selected

materials at

independent and

instructio

nal leve

ls

Identify

environmental

print, personal

communications,

visually supported

print with

teach

er/peer

assistance

Respond daily to

environmental

print, personal

communications,

visually supported

print with

teach

er/peer

assistance

Read for a

substantia

l amount

of tim

e daily,

including assigned

and self-selected

materials at

independent and

instructio

nal leve

ls

Read for a

substantia

l amount

of tim

e daily,

including assigned

and self-selected

materials at

independent and

instructio

nal leve

ls

Read for a

substantia

l amount

of tim

e daily,

including assigned

and self-selected

materials at

independent and

instructio

nal leve

ls

R.10.6.1

R.10.7.1

R.10.8.1

ELPR.5.6-8.2

Read texts that

reflect co

ntributio

ns

of different cu

ltural

groups

Identify the

contributio

ns of

different cultu

ral

groups with

teach

er/peer

assistance

Review texts that

reflect

contributio

ns of

different cultu

ral

groups with

teach

er su

pport

Read texts that

reflect

contributio

ns of

different cultu

ral

groups

Read texts that

reflect

contributio

ns of

different cultu

ral

groups

Read texts that

reflect

contributio

ns of

different cultu

ral

groups

R.10.6.2

R.10.7.2

R.10.8.2

Exhibiting behaviors and habits of an active reader

ELPR.5.6-8.3

Vary reading

strategies

acco

rding to text

and purpose

Identify va

rious

reading strategies

using prior

knowledge and

teach

er su

pport

Determ

ine

appropriate

strategies

acco

rding to text

and purpose using

prior knowledge

and teach

er

support

Vary reading

strategies

acco

rding to text

and purpose

Vary reading

strategies

acco

rding to text

and purpose

Vary reading

strategies

acco

rding to text

and purpose

R.10.6.3

R.10.7.3

R.10.8.3

Reading a variety of informational materials for enjoyment, critical analysis,

and evaluation

ELPR.5.6-8.4

Read a variety of

inform

atio

nal text,

including textbooks,

newspapers,

magazines, and

other instructio

nal

materials

Identify

characteristics of

inform

atio

nal text,

including

textbooks,

newspapers,

magazines, and

other instructio

nal

materials using

prior knowledge

and teach

er/peer

assistance

Review a variety of

inform

atio

nal text,

including

textbooks,

newspapers,

magazines, and

other instructio

nal

materials

Compare/

contrast

inform

atio

n from

multiple sources,

including

textbooks,

newspapers,

magazines, and

other instructio

nal

materials with

teach

er/peer

assistance

Read a variety of

inform

atio

nal text,

including

textbooks,

newspapers,

magazines, and

other instructio

nal

materials

Read a variety of

inform

atio

nal text,

including

textbooks,

newspapers,

magazines, and

other instructio

nal

materials

R.10.6.4

R.10.6.5

52


Arkansas D


Reading

ELPR.5.6-8.5

Exa

mine the

author’s credibility,

word choice,

text/language

structure, and

viewpoint to

eva

luate m

essa

ge

Identify key words

and phrase

s that

conve

y an author’s

viewpoint using

prior knowledge

and teach

er

support

Review texts that

exp

ress a variety

of authors’

viewpoints with

teach

er su

pport

Read texts that

conve

y an author’s

viewpoint through

word choice and

language structure

Exa

mine the


word choice,

text/language

structure, and

viewpoint to

eva

luate m

essa

ge

Exa

mine the


word choice,

text/language

structure, and

viewpoint to

eva

luate m

essa

ge

R.10.7.4

R.10.8.4

ELPR.5.6-8.6

Organize and

syn

thesize

inform

atio

nal

sources

appropriate for a

given purpose,

including written

and oral

presentatio

ns

Select

inform

atio

nal

sources

appropriate for a

given purpose

Organize and

syn

thesize

inform

atio

n

appropriate for a

given purpose,

including written

and oral

presentatio

n

Organize and

syn

thesize

inform

atio

n for a

given purpose,

including written

and oral

presentatio

ns

Organize and

syn

thesize

inform

atio

nal

sources

appropriate for a

given purpose,

including written

and oral

presentatio

ns

Organize and

syn

thesize

inform

atio

nal

sources

appropriate for a

given purpose,

including written

and oral

presentatio

ns

R.10.6.7

R.10.6.8

R.10.7.6

53


Arkansas D


Reading

6-8

Strand: Reading




Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

Reading a variety of literature for enjoyment, critical analysis, and evaluation

ELPR.5.6-8.7

Read a variety of

literature, including

non-fictio

n and

fictio

n

Identify the

characteristics of a

variety of non-fictio

n

and fictio

n (i.e.,

historica

l fic

tion,

autobiography, and

realistic

fictio

n, short

stories, science

fictio

n, legends, and

myths, ess

ays

and

plays

)

Compare and

contrast different

genres of literature

(i.e., historical

fictio

n,

autobiography, and

realistic

fictio

n,

short stories,

science

fictio

n,

legends, and

myths, ess

ays

and

plays

)

Read a variety of

non-fictio

n and

fictio

n (i.e.,

historica

l fic

tion,

autobiography, and

realistic

fictio

n,

short stories,

science

fictio

n,

legends, and

myths, ess

ays

and

plays

)

Read a variety of

non-fictio

n and

fictio

n (i.e.,

historica

l fic

tion,

autobiography, and

realistic

fictio

n,

short stories,

science

fictio

n,

legends, and

myths, ess

ays

and

plays

)

Read a variety of

non-fictio

n and

fictio

n (i.e.,

historica

l fic

tion,

autobiography, and

realistic

fictio

n,

short stories,

science

fictio

n,

legends, and

myths, ess

ays

and

plays

)

R.10.6.10

R.10.7.7

R.10.8.6

R.10.6.11

R.10.7.8

R.10.8.10

ELPR.5.6-8.8

Read and use

functio

nal/practic

al

texts

Identify

characteristics of

functio

nal/practic

al

texts (i.e.,

adve

rtisements,

slogans, brochures,

timelines, form

s,

reports, co

ver letters,

letterheads, business

letters, manuals,

memos, job

applicatio

ns, and

career guides) with

teach

er su

pport

Compare and

contrast

functio

nal/practic

al

texts (i.e.,

adve

rtisements,

slogans,

brochures,

timelines, form

s,

reports, co

ver

letters, letterheads,

business

letters,

manuals, memos,

job applications,

and career guides)

Read and use

functio

nal/practic

al

texts (i.e.,

adve

rtisements,

slogans,

brochures,

timelines, form

s,

reports, co

ver


business

letters,

manuals, memos,

job applications,

and career guides)

Read and use

functio

nal/practic

al

texts (i.e.,

adve

rtisements,

slogans,

brochures,

timelines, form

s,

reports, co

ver


business

letters,

manuals, memos,

job applications,

and career guides)

Read and use

functio

nal/practic

al

texts (i.e.,

adve

rtisements,

slogans,

brochures,

timelines, form

s,

reports, co

ver


business

letters,

manuals, memos,

job applications,

and career guides)

R.10.6.13

R.10.7.11

R.10.8.12

ELPR.5.6-8.9

Analyze

newspaper

articles and

editorials for bias

and propaganda

Interpret mess

age

through pictures,

images, and

photographs

Analyze

selectio

ns

through text,

images, and

photographs for a

given purpose with

teach

er su

pport

Analyze

selectio

ns

through text,

images, and

photographs for a

given purpose

Analyze

adve

rtisements for

bias and

propaganda

Analyze

newspaper articles

and editorials for

bias and

propaganda

R.10.6.14

R.10.6.15

R.10.7.12

R.10.8.13

54


Arkansas D


Reading

6-8

Strand: Reading

Standard 6: Vocabulary, word study and fluency


lopment and w

ord analysis to be able to read fluently.

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

Word Recognition

ELPR.6.6-8.1

Decode words for

comprehension, reco

gnize

sight words, and deve

lop

academic voca

bulary

Read sight words

as a class

with

teach

er su

pport

Decode words to

focus on

comprehension as

a class

with

teach

er su

pport

Continue to

deve

lop sight

words and to add

content words to

sight vo

cabulary

with some teacher

support

Decode words for

comprehension,

recognize sight

words, and

deve

lop academic

vocabulary

Decode words for

comprehension,

recognize sight

words, and

deve

lop academic

vocabulary

R.11.6.1

R.11.7.1

R.11.8.1

R.11.6.2

R.11.7.2

R.11.8.2

R.11.6.3

R.11.7.3

R.11.8.3

Word Study & V0ocabulary

ELPR.6.6-8.2

Use knowledge of root

words, affixes, word

relatio

nsh

ips, and context

to determ

ine m

eaning

Recognize word

parts with teach

er

support as a class

Recognize words

with m

ultiple

meanings in

short

phrase

s with

teach

er su

pport

Use knowledge of

root words and

affixes and word

relatio

nsh

ips to

determ

ine m

eaning

with some teacher

support

Identify and

exp

lain sim

iles,

metaphors,

personificatio

n,

hyp

erboles and

analogies to infer

the literal and

figurative

meanings of

phrase

s with

teach

er su

pport as

needed

- Identify how

Use knowledge of

root words, affixes,

word relationships,

and context to

determ

ine m

eaning

R.11.6.4

R.11.7.4

R.11.8.4

R.11.6.5

R.11.7.5

R.11.8.5

R.11.6.6

R.11.7.6

R.11.8.6

R.11.6.7

R.11.7.7

R.11.8.7

R.11.6.8

R.11.7.8

R.11.8.8

R.11.6.9

R.11.7.9

R.11.8.9

R.11.6.10

R.11.7.10

R.11.8.10

55


Arkansas D


Reading

ELPR.6.6-8.3

Use context, structure,

denotations and

connotatio

ns to determ

ine

meaning of words and

phrase

s

- Use context clues

to determ

ine

meaning

- Use context clues

to select

appropriate

dictio

nary defin

ition

- Use context clues

to select

appropriate

dictio

nary defin

ition

- Use context to

determ

ine m

eaning

of multiple

meaning words

Use context,

structure,

denotations and

connotatio

ns to

determ

ine m

eaning

of words and

phrase

s

Reading w/Fluency

ELPR.6.6-8.4

Read grade le

vel text

orally with acc

uracy and

exp

ression

Read text adapted

for individual

readability leve

l with emphasis on

grade le

vel with

teach

er su

pport

Read text adapted

for individual

readability leve

l with emphasis on

grade le

vel with

teach

er su

pport as

needed

Read grade le

vel

text orally with

support as needed

Read grade le

vel

text orally with

accu

racy and

exp

ression

Read grade le

vel

text orally with

accu

racy and

exp

ression

R.11.6.11

R. 11.7.11

R.11.8.11

R.11.6.12

R.11.7.12

R.11.8.12

56


Arkansas D


Reading

9 - 12

Strand: Reading



aterial

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPR.4.9-12.1

Use previewing, activating

prior knowledge,

predicting content of text,

form

ulatin

g questions, and

establishing purposes for

reading

Connect own prior

knowledge and

personal

exp

erience to text

with visuals,

drawings, and

teach

er su

pport

Connect own prior

knowledge and

personal

exp

erience to

exa

mine author’s

point of view and

to establish

purpose for

reading

Use previewing,

prior knowledge,

predicting content

of text, form

ulatin

g

questions, and

establishing

purposes for

reading

Use previewing,

prior knowledge,

predicting content

of text, form

ulatin

g

questions, and

establishing

purposes for

reading

Use previewing,

prior knowledge,

predicting content

of text, form

ulatin

g

questions, and

establishing

purposes for

reading

R.9.9.1

R.9.9.6

R.9.10.1

R.9.11.1

R.9.12.1

ELPR.4.9-12.2

Eva

luate the in

terrelatio

ns

of text and world

issu

es/eve

nts by applying

connectio

n strategies

Indicate that print

conve

ys m

eaning

for multiple

purposes with

teach

er su

pport

Recognize

academic

language of text

including narrative

, persuasive, style,

theme, and tone.

Identify intended

audience

with

teach

er su

pport

Interpret academic

language of text

including narrative

, persuasive, style,

theme, and tone.

Identify intended

audience

with

teach

er su

pport

Eva

luate the

interrelatio

ns of

text and world

issu

es/eve

nts by

applying

connectio

n

strategies with

teach

er su

pport

Eva

luate the

interrelatio

ns of

text and world

issu

es/eve

nts by

applying

connectio

n

strategies

R.9.9.2

R. 9.10.2

R.9.11.2

R.9.12.2

ELPR.4.9-12.3

Differentiate and use

appropriate strategies to

aid comprehension and

support active

reading

and engagement

Deve

lop skills to

aid comprehension

of text through

note-taking,

graphic organizers,

etc. with teach

er

support

Deve

lop skills to

aid comprehension

of text through

note-taking,

graphic organizers,

questioning, and

outlining

Deve

lop skills to

aid comprehension

of text through

note-taking,

graphic organizers,

questioning, and

outlining

Differentiate

among and use

appropriate

strategies to aid

comprehension

Differentiate

among and use

appropriate

strategies to aid

comprehension

and support active

reading and

engagement

R.9.9.3

R.9.10.3

R.11.3

R.12.3

Connecting, questions, and monitoring

ELPR.4.9-12.4

Recognize how works of a

given period refle

ct

author’s back

ground,

historica

l eve

nts, and

cultu

ral influ

ences

Activa

te prior

knowledge and

build backg

round

for reading with

teach

er su

pport

Activa

te prior

knowledge and

build backg

round

for reading;

determ

ine how the

author’s

back

ground is

reflected in

the

writing

Recognize how

works of a given

period refle

ct

author’s

back

ground,

historica

l eve

nts,

and cultu

ral

influence

s

Recognize how

works of a given

period refle

ct

author’s

back

ground,

historica

l eve

nts,

and cultu

ral

influence

s

Recognize how

works of a given

period refle

ct

author’s

back

ground,

historica

l eve

nts,

and cultu

ral

influence

s

R.9.9.4

R.9.10.4

R.9.11.4

R.9.12.4

57


Arkansas D


Reading

Literal and inferential understanding

ELPR.4.9-12.5

Draw inference

s from a

sentence

or paragraph

and support them with text

evidence

Match key

vocabulary within

graphic supported

texts to visuals.

Make predictions

and support with

evidence

within

graphic texts with

teach

er su

pport

Make predictions

and draw

conclusions

supported with

evidence

with

teach

er su

pport

Draw inference

s

from a sentence or

a paragraph (i.e.,

conclusions,

generalizatio

ns,

and predictio

ns)

and support them

with text evidence

with teacher

support

Draw inference

s

from a sentence or

paragraph (i.e.,

conclusions,

generalizatio

ns,

and predictio

ns)

and support them

with text evidence

R.9.9.5

R.9.10.5

R.9.11.5

R.9.12.5

ELPR.4.9-12.6

Recognize how

signal/transitio

n words

and phrase

s denote shifts

that contribute to the

meaning of the text

Recognize how

signal/transitio

n

words and phrase

s

indicate shifts.

Recognize how

signal/transitio

n

words and phrase

s

indicate shifts.

Recognize how

signal/transitio

n

words and phrase

s

indicate shifts.

Recognize how

signal/transitio

n

words and phrase

s

denote shifts that

contribute to the

meaning of the text

Recognize how

signal/transitio

n

words and phrase

s

denote shifts that

contribute to the

meaning of the text

R.9.9.7

ELPR.4.9-12.7

Summarize

and

paraphrase

content in

inform

atio

nal and lite

rary

texts

Read a variety of

short selectio

ns

with controlled

vocabulary with

teach

er su

pport

Read and

summarize

a

variety of sh

ort

selectio

ns with

controlled

vocabulary

Read, summarize

, and paraphrase

a

variety of sh

ort

selectio

ns

Read, summarize

, and paraphrase

a

variety of

selectio

ns

Summarize

and

paraphrase

content

in inform

ational

and literary texts

R.9.9.8

R.9.10.7

R.9.11.6

R.9.12.7

ELPR.4.9-12.8

Discriminate between

fact/opinion and

fictio

n/nonfic

tion

Identify facts and

opinions within

literary texts with

teach

er su

pport

Identify facts and

opinions within

literary texts with

teach

er su

pport

Discriminate

between

fact/opinion and

fictio

n/nonfic

tion

Discriminate

between

fact/opinion and

fictio

n/nonfic

tion

Discriminate

between

fact/opinion and

fictio

n/nonfic

tion

R.9.9.9

Analysis and evaluation

ELPR.4.9-12.9

Eva

luate persuasive

texts

Exa

mine exa

mples

of persuasive texts

and graphics with

teach

er su

pport

Identify

characteristics of

persuasive texts

with teacher

support

Analyze

characteristics of

persuasive texts

with teacher

support

Eva

luate

persuasive texts

Eva

luate

persuasive texts

R.9.10.8

ELPR.4.9-12.10

Compare and contrast

aspects of texts

Identify conflict

within texts with

teach

er su

pport

Identify themes,

conflicts, and

allusions within

texts with teacher

support

Identify themes,

conflicts, and

allusions within

texts with teacher

support

Compare and

contrast aspects of

texts (i.e., themes,

conflicts, and

allusions with

teach

er su

pport)

Compare and

contrast aspects of

texts (i.e., themes,

conflicts, and

allusions)

R.9.11.7


ELPR.4.9-12.11

Recognize and defin

e

various points of view

(e.g., omniscient narrator,

third-person limite

d)

Recognize various

points of view

(e.g., omniscient

narrator, third-

person lim

ited)

with teacher

support

Recognize various

points of view

(e.g., omniscient

narrator, third-

person lim

ited)

with teacher

support

Recognize various

points of view

(e.g., omniscient

narrator, third-

person lim

ited)

with teacher

support

Recognize various

points of view

(e.g., omniscient

narrator, third-

person lim

ited)

with teacher

support

Recognize various

points of view (e.g.,

omniscient

narrator, third-

person lim

ited)

R.9.9.11

R.9.10.9

R.9.11.8

58


Arkansas D


Reading

ELPR.4.9-12.12

Exa

mine fallacies in a text

to determ

ine author’s

purpose

Define fallacy

within a text with

teach

er su

pport

Identify fallacy

within a text with

teach

er su

pport

Define and id

entify

fallacies in

a text

with teacher

support

Exa

mine fallacies

in a text to

determ

ine author’s

purpose with

teach

er su

pport

Exa

mine fallacies

in a text to

determ

ine author’s

purpose

R.9.9.12

R.9.10.11

ELPR.4.9-12.13

Identify and discuss a

position using concepts

gained from reading using

debate, discuss

ion, and a

position paper

Identify and

discuss

a position

from sim

ple text

with teacher

support

Identify and

discuss

a position

from sim

ple text

with teacher

support

Analyze

and

discuss

a position

from text w

ith

teach

er su

pport

using debate and

discuss

ion

Analyze

and

defend a position

from text w

ith

teach

er su

pport

using debate,

discuss

ion, and a

position paper

Inve

stig

ate and

defend a position

from text using

debate, discuss

ion,

and a position

paper

R.9.9.13

R.9.10.12

R.9.11.10

R.9.12.11

ELPR.4.9-12.14

Identify figures of sp

eech

Identify sim

ile and

metaphor with

teach

er su

pport

Identify figurative

language (i.e.,

personificatio

n,

hyp

erbole)

Identify oxymoron,

pun, and sound

devices (i.e

.,

alliteratio

n,

onomatopoeia)

Identify figures of

speech, (i.e.,

sim

ile, metaphor,

personificatio

n,

hyp

erbole,

oxymoron, and

pun, and sound

devices, including

alliteratio

n and

onomatopoeia)

Identify figures of

speech (i.e., sim

ile,

metaphor,

personificatio

n,

hyp

erbole,

oxymoron, and

pun, and sound

devices, including

alliteratio

n and

onomatopoeia)

R.9.9.14 R

.9.10.13

R.9.11.11

R.9.12.12

ELPR.4.9-12.15

Eva

luate in

form

atio

n and

form

for understanding a

variety of texts using

outlines, summaries,

topics, subtopics, and

word choice in

the text

Recognize the way

in which clarity of

meaning is

affected by the

patterns of

organizatio

n using

teach

er su

pport,

outlines, and

summaries

Recognize the way

in which clarity of

meaning is

affected by the

patterns of

organizatio

n with

outlines and

summaries

Recognize the way

in which clarity of

meaning is

affected by the

patterns of

organizatio

n with

outlines and

summaries

Exa

mine the way

in which clarity of

meaning is

affected by the

patterns of

organizatio

n using

outlines,

summaries, topics,

subtopics, and

word choice in

the

text

Exa

mine the way

in which clarity of

meaning is

affected by the

patterns of

organizatio

n using

outlines,

summaries, topics,

subtopics, and

word choice in

the

text

R.9.11.12


ELPR.4.9-12.16

Analyze

and eva

luate the

author’s use of tone,

dictio

n, and syn

tax

Recognize the

author’s use of

tone, diction, and

syn

tax in a

selected passa

ge

with teacher

support

Recognize the

author’s use of

tone, diction and

syn

tax in a

selected passa

ge

with teacher

support

Recognize and

analyze

the

author’s use of

tone, diction, and

syn

tax in a

selected passa

ge

with teacher

support

Analyze

and

eva

luate the

author’s use of

tone, diction, and

syn

tax (e.g.,

anaphora,

inve

rsion) with

teach

er su

pport)

Analyze

and

eva

luate the

author’s use of

tone, diction, and

syn

tax (e.g.,

anaphora,

inve

rsion)

R.9.12.13

59


Arkansas D


Reading

ELPR.4.9-12.17

Recognize, analyze

and

eva

luate bias and use of

common persuasive

techniques in

selected

literature drawn from m

yth

and tradition and in

other

writings

Recognize bias in

selected lite

rature

drawn from m

yth


other writings with

teach

er su

pport

Recognize bias

and use of

common

persuasive

techniques in

selected lite

rature

drawn from m

yth


other writings with

teach

er su

pport

Recognize bias

and use of

common

persuasive

techniques in

selected lite

rature

drawn from m

yth


other writings

Recognize and

analyze

bias and

use of co

mmon

persuasive

techniques in

selected lite

rature

drawn from m

yth


other writings

Recognize,

analyze

and

eva

luate bias and

use of co

mmon

persuasive

techniques in

selected lite

rature

drawn from m

yth


other writings

R.9.11.13

R.12.14.10

60


Arkansas D


Reading

9-12

Strand: Reading

Standard 5: Variety of Text


mine, and resp

ond to a wide range of texts Practical texts

ELPR.4.9-12.18

Read and eva

luate

practic

al text for clarity

and accu

racy of

inform

atio

n

Read a variety of

practic

al texts with

supporting visuals

(e.g.,

adve

rtisements,

labels, agendas,

warnings,

directions)

Read a variety of

practic

al texts

(e.g.,

adve

rtisements,

manuals,

applicatio

ns,

warnings and

directions)

Read and eva

luate

clarity and

accu

racy of

inform

atio

n in

a

variety of practic

al

texts (e.g.,

adve

rtisements,

manuals,

applicatio

ns,

warranties)

Read and eva

luate

clarity and

accu

racy of

inform

atio

n in

a

variety of practic

al

texts (e.g.,

adve

rtisements,

manuals, job and

career

desc

riptio

ns,

applicatio

ns,

financial

documents)

Read and eva

luate

clarity and

accu

racy of

inform

atio

n in

a

variety of practic

al

texts (e.g.,

warranties,

manuals, job and

career

desc

riptio

ns,

applicatio

ns,

college catalogs,

financial

documents,

contracts)

R.10.9.1 R

.10.10.1

R.10.11.1

R.10.12.1 R

.10.9.2

R.10.10.2

R.10.11.2

R.10.12.2

ELPR.4.9-12.19

Read and analyze

the

structure of a variety of

free verse, form

al verse,

narrative

poetry, and lyric

poetry

Recognize the

form

at of poetry

and read a variety

of sim

ple poems

Read and

recognize the

form

at of a variety

of sim

ple narrative

and lyric poetry

Read and analyze

the form

at of a

variety of poetry

(i.e., narrative

poetry, lyric poetry,

free verse)

Read and analyze

the structure of a

variety of poetry

(i.e., free and

form

al ve

rse and

narrative

poetry.

lyric poetry)

Read and analyze

the structure of a

variety of poetry

(i.e., free verse,

form

al ve

rse

narrative

poetry,

lyric poetry)

R.10.9.3 R

.10.10.3

R.10.11.3

R.10.12.3

ELPR.4.9-12.20

Analyze

and eva

luate the

effectiveness of an

author’s use of poetic

conve

ntio

ns and

structures

Recognize the

characteristics of

poetry (i.e., poetic

conve

ntio

ns and

structures) with

teach

er su

pport

Recognize and

identify the

characteristics of

poetry (i.e., the

author’s use of

poetic

conve

ntio

ns

and structures)

with teacher

support

Recognize and

discuss

the

characteristics of

poetry (i.e., the

author’s use of

poetic

conve

ntio

ns

and structures)

Discuss and

analyze

the

author’s use of

poetic

conve

ntio

ns

and structures (i.e

.,

line, stanza

, im

agery, rhythm,

rhym

e, so

und

devices)

Analyze

and

eva

luate the

effectiveness of an

author’s use of

poetic

conve

ntio

ns

and structures (i.e

.,

line, stanza

, im

agery, rhythm,

rhym

e, so

und

devices)

R.10.9.4 R

.10.10.4

R.10.11.4

R.10.12.4

R.10.9.5 R

.10.10.5

R.10.11.5

R.10.12.5

Poetry

ELPR.4.9-12.21

Read and analyze

traditional and

contemporary works of

poets from different

cultu

res

Read and discu

ss

traditional and

contemporary

works of poets

from different

cultu

res

Exa

mine

traditional and

contemporary

works of poets

from different

cultu

res

Compare and

contrast traditional

and contemporary

works of poets

from different

cultu

res

Analyze

traditional

and contemporary

works of poets

from different

cultu

res

Read and analyze

traditional and

contemporary

works of poets

from different

cultu

res

R.10.9.6, R.10.10.6

R.10.11.6

R.10.12.6

61


Arkansas D


Reading

ELPR.4.9-12.22

Eva

luate the

effectiveness of the

author’s use of persona

Understand the

concept of persona

Identify the

author’s poss

ible

use of persona

Analyze

the

author’s poss

ible

use of persona

Eva

luate the

author’s poss

ible

use of persona

Eva

luate the

effectiveness of the

author’s use of

persona

R.10.9.7 R

.10.10.7

R.10.11.7

R.10.12.7

Poetry

ELPR.4.9-12.23

Exa

mine words that an

author use

s to evo

ke

emotio

n in

a reader

Recognize

techniques poets

use to evo

ke

emotio

n in

a

reader (e.g., how

word choice

creates tone,

mood, and voice)

Identify tech

niques

poets use

to evo

ke

emotio

n in

a reader

(e.g., exp

lain how

word choice

creates tone,

mood, and voice

Compare and

contrast tech

niques

poets use

to evo

ke

emotio

n in

a reader

(e.g.,

exa

mples of words

that contribute to

tone, mood, and

voice)

Analyze

techniques poets

use to evo

ke

emotio

n in

a reader

(e.g., analyze

word

choice, tone,

mood, and voice)

Exa

mine

techniques poets

use to evo

ke

emotio

n in

a reader

(e.g., eva

luate the

effectiveness of

word choice, tone,

mood, and voice)

R.10.9.8 R

.10.10.8

R.10.11.8

R.10.12.8 R

10.9.9

R.10.10.9

R.10.11.9

R.10.12.9

62


Arkansas D


Reading

9-12

Strand: Reading

Standard 5: Variety of Text



Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

Poetry

ELPR.4.9-12.1

Paraphrase and in

terpret

to find the m

eaning of

selected poems

Recognize known

vocabulary and

high frequency

words in a poem

Recognize known

vocabulary in a

poem

Retell selected

poems,

emphasizing the

line

Retell and in

terpret

line(s) of selected

poems with

support

Paraphrase and

interpret to find the

meaning of

selected poems,

emphasizing

R.10.9.10

R10.10.10

R10.11.10

R10.12.10

ELPR.4.9-12.2

Read a variety of dramatic

selectio

ns

Sequence pictures

after listening to

adapted excerpts

of dramatic

selectio

ns

Sequence pictures

with captio

ns of

adapted excerpts

of dramatic

selectio

ns

Read adapted

excerpts of

dramatic selections

with support

Read a variety of

adapted dramatic

selectio

ns with

support

Read a variety of

dramatic

selectio

ns,

including an

Elizabethan

tragedy

R.10.9.11

R10.10.11

R10.11.11

R10.12.11

ELPR.4.9-12.3

Identify the two basic

parts of drama using

appropriate vocabulary

Define term

s

through role play

and illustratio

ns

Match vocabulary

with sim

ple

definitions or

illustratio

ns

Identify the basic

parts of drama: in

short phrases and

sim

ple sentences

Identify the two

basic parts of

drama using

appropriate

vocabulary (e.g.,

scripting, stage

direction) and with

teach

er su

pport

Identify the two

basic parts of

drama using

appropriate

vocabulary (e.g.,

scripting, stage

direction)

R.10.9.12

R10.10.12

R10.11.12

R.10.12.12

Drama

ELPR.4.9-12.4

Identify and defin

e

exa

mples of dramatic

conve

ntio

ns

Observe video

clips in

cluding

dramatic

conve

ntio

ns

Match vocabulary

with sim

ple

definitions or

illustratio

ns

Define and id

entify

exa

mples of

dramatic

conve

ntio

ns using

short phrases and

sim

ple sentences

Define and id

entify

exa

mples of

dramatic

conve

ntio

ns using

appropriate

vocabulary and

with support

Define and id

entify

exa

mples of

dramatic

conve

ntio

ns (i.e

.,

soliloquy, aside,

monologue,

dialogue, character

types) with teacher

support

R.10.9.13

R10.10.13

R.10.10.13

R10.10.14

R10.10.15

R10.11.13

R10.11.14

R10.10.15

R10.11.15

R10.12.13

R10.12.14

63


Arkansas D


Reading

ELPR.4.9-12.5

Describe how stage

directions help the reader

understand the setting,

mood, characters, plot,

and theme

Observe and

recognize how

stage directio

ns

help the reader

understand the

setting, mood,

characters, plot,

and theme using

short phrases and

sim

ple sentences

with teacher

support

Observe and

recognize how

stage directio

ns

help the reader

understand the

setting, mood,

characters, plot,

and theme using

short phrases and

sim

ple sentences

with teacher

support

Describe how

stage directio

ns

help the reader

understand the

setting, mood,

characters, plot,

and theme using

short phrases and

sim

ple sentences

Describe how

stage directio

ns

help the reader

understand the

setting, mood,

characters, plot,

and theme using

appropriate

vocabulary

Describe how

stage directio

ns

help the reader

understand the

setting, mood,

characters, plot,

and theme

R.10.9.15

R10.10.15

R10.11.16

R10.12.15

Drama

ELPR.4.9-12.6

Distinguish the

characteristics of different

form

s of dramatic

literature using sim

ple

sentence

s, charts, and

table.

Observe role play

or video clips

demonstrating the

elements of

dramatic literature

(i.e., Elizabethan

tragedy)

Match vocabulary

of elements

dramatic literature

(i.e., Elizabethan

tragedy) to

illustratio

ns and/or

sim

ple phrases

Define and id

entify

the elements of

dramatic literature

(i.e., Elizabethan

tragedy) using

short phrases and

sim

ple sentences

Define and id

entify

the elements

dramatic literature

(i.e., Elizabethan

tragedy) using

appropriate

vocabulary

Define and id

entify

the elements of

dramatic literature

(i.e., Elizabethan

tragedy)

R.10.9.16

R10.10.17

R10.11.17

R10.12.16

R10.10.18

ELPR.4.9-12.7

Read a variety of literary

and content prose

Preview visually

supported text to

glean basic facts

presented in

literary and content

prose

Sequence pictures

with captio

ns to

adapted excerpts

of literary and

content prose

Read excerpts of

adapted literary

and content prose

with support

Read a variety of


prose with support

Read a variety of


prose

R.10.9.17

R10.10.19

R10.12.17

Literary and content prose

ELPR.4.9-12.8

Recognize and identify the

influence

of historical

context on the form

, style,

and point of view of

historica

l prose

Observe role play

or video clips

demonstrating

influence

of

historica

l context

on the form

, style,

and point of view

of historical prose

Match vocabulary

of elements

historica

l prose

(i.e., Elizabethan

tragedy) to

illustratio

ns and/or

sim

ple phrases

Retell the facts of

the point of view of

a written work

using short

phrase

s and

sim

ple sentences

with teacher

support

Identify the

influence

of

historica

l context

on the form

, style,

and point of view

of a written work

Recognize and

identify the

influence

of

historica

l context

on the form

, style,

and point of view

of a written work

R.10.9.18,

R.10.10.20

R.10.11.19

R.10.12.18

64


Arkansas D


Reading

ELPR.4.9-12.8

Recognize and identify

distin

ctive and shared

characteristics of cultures

through reading

Preview visually

supported text to

recognize

distin

ctive and

shared

characteristics of

cultu

res through

reading

Match vocabulary

from a variety of

multicultural texts

to reco

gnize

distin

ctive and

shared

characteristics of

cultu

res through

reading

Identify the

characteristics that

distin

guish lite

rary

form

s from

different cultu

res

with teacher

support

Identify the


distin

guish lite

rary

form

s from

different cultu

res

with teacher

support

Recognize and

identify the


distin

guish lite

rary

form

s from

different cultu

res

R.10.9.19

R.10.10.21

R.10.11.20

R10.12.19

ELPR.4.9-12.9

Identify and defin

e literary

term

s

Use visual

elements to

determ

ine

meaning

Match literary

term

s to sim

ple

definitions and/or

illustratio

ns with

teach

er su

pport

Identify and defin

e

literary term

s using

short phrases and

sim

ple sentences

with teacher

support

Identify and defin

e

literary term

s using

appropriate

vocabulary with

teach

er su

pport

Identify and defin

e

literary term

s

R.10.9.20

R10.10.22

R.10.11.21

R.10.12.20

ELPR.4.9-12.10

Apply knowledge of

language to analyze

and

derive

meaning from

literary text

Retell facts of

author’s style using

short phrases and

sim

ple sentences

with teacher

support

Exp

lain the

relatio

nsh

ip

between the

author’s style and

literary effect using

appropriate

vocabulary with

teach

er su

pport

Exp

lain the

relatio

nsh

ip

between the

author’s style and

literary effect

R.10.9.21

R.10.10.23

R.10.11.22

R.10.12.21

Literary and content prose

ELPR.4.9-12.11

Analyze

, eva

luate and

draw conclusions by

providing evidence

presented in the text

Use visual

elements to

determ

ine

meaning

Match literary

elements to sim

ple

definitions and/or

illustratio

ns with

teach

er su

pport

Identify literary

elements in a work

using short

phrase

s and

sim

ple sentences

with teacher

support

Identify literary

elements in a work

with teacher

support

Identify literary

elements in a work

at a le

vel

comparable to

native

English

speaking peers

with teacher

support

R.10.9.22

R.10.10.24

R.10.11.23

R.10.12.22

ELPR.4.9-12.12

Identify irony as literary

device

Identify irony in

adapted texts with

teach

er su

pport

Exp

lain the use of

irony in adapted

texts using

appropriate

vocabulary with

teach

er su

pport

Exp

lain the use

irony at a leve

l comparable to

native

English

speaking peers

with teacher

support

R.10.9.23

R.10.10.25

R.10.11.24

R.10.12.23

65


Arkansas D


Reading

ELPR.4.9-12.13

Analyze

text for the

purpose, ideas, and style

of the author

Analyze

pass

ages

from seve

ral

works of an author

that deal with a

single issue with

teach

er su

pport

Analyze

pass

ages

from seve

ral w

orks

of an author that

deal with a single

issu

e with teacher

support

Analyze

pass

ages

from seve

ral w

orks

of an author that

deal with a single

issu

e with teacher

support

Analyze

pass

ages

from seve

ral w

orks

of an author that

deal with a single

issu

e with teacher

support

R.10.11.25

R.10.12.24

R.10.11.26

R.10.12.25

66


Arkansas D


Reading

9 - 12

Strand: Reading



lopment and w


Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPR.6.9-12.1

Exp

and vocabulary

through reading, listening,

and discuss

ing

Exp

and vocabulary

through listening

and using visual

elements

Matches

vocabulary with

sim

ple defin

itions

Exp

and vocabulary

through reading,

listening, and

discuss

ing using

short phrases and

sim

ple sentences

with teacher

support

Exp

and and apply

specialized

vocabulary through

reading, listening,

and discuss

ing (i.e

. graphic organizers)

Exp

and and apply

specialized

vocabulary through

reading, listening,

and discuss

ing

R.11.9.1 R

.11.10.1

R.11.11.1

R.11.12.1

ELPR.6.9-12.2

Analyze

roots and word

parts and id

entify how

affixes change the

meaning of words

Identify the root of

a word (e.g.,

labels)

Identify prefixe

s

and roots (e.g.,

matches labels)

Identifies prefixe

s

and roots (e.g.

labels, matches)

Use prefixe

s,

suffixes, and root

words to defin

e

words through

graphic organizers

with teacher

support

Analyze

root words

and word parts and

identify how affixes

change the

meaning of words

R.11.9.2 R

.11.10.2

R.11.11.2

R.11.12.2

ELPR.6.9-12.3

Use m

ultiple reso

urces to

locate in

form

atio

n that

address questions

Exp

lore the uses of

multiple resources

(e.g.,

encyc

lopedias,

technology,

exp

erts) to locate

inform

atio

n that

address questions

Use m

ultiple

sources (e.g.,

encyc

lopedias,

technology,

exp

erts) to lo

cate

inform

atio

n that

address questions

Use m

ultiple

sources (e.g.,

encyc

lopedias,

technology,

exp

erts) to lo

cate

inform

atio

n that

address questions

Use m

ultiple

sources (e.g.,

encyc

lopedias,

technology,

exp

erts) to lo

cate

inform

atio

n that

address questions

Use m

ultiple

sources (e.g.,

encyc

lopedias,

technology,

exp

erts) to locate

inform

atio

n that

address questions

R.11.9.3 R

.11.10.3

R.11.11.3

R.11.12.3


ELPR.6.9-12.4

Interpret the connation

and denotation of words

using context to interpret

to determ

ine m

eaning of

words and phrase

s

Exp

lore the

connotative power

of cognates with

teach

er su

pport

Recognize the

connotative power

of words with

teach

er su

pport

Distinguish

between

connotatio

n and

denotation of

words using short

phrase

s and

sim

ple sentences

with teacher

support

Analyze

connatio

n

and denotation of

words with teacher

support

Interpret the

connation and

denotation of

words using

context to interpret

to determ

ine

meaning of words

and phrase

s

R.11.9.4 R

.11.10.4

R.11.11.4

R.11.12.4

67


Arkansas D


Reading

9 - 12

Strand: Reading



lopment and w


Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPR.6.9-12.5

Exp

and vocabulary

through reading, listening,

and discuss

ion

Exp

and vocabulary

through reading,

listening, and

discuss

ion

Exp

and vocabulary

through reading,

listening, and

discuss

ion

Exp

and vocabulary

through reading,

listening, and

discuss

ion

Recognize and

apply specialized

vocabulary

Recognize and

apply specialized

vocabulary

R.11.9.1 R

.11.10.1

R.11.11.1

R.11.12.1


ELPR.6.9-12.6

Use structural a

nalysis to

identify words

Recognize sim

ple

prefixe

s and

suffixes when

attach

ed to known

vocabulary

Use sim

ple

prefixe

s and

suffixes when

attach

ed to known

vocabulary

Use some

common roots and

affixes when

attach

ed to

vocabulary

Use structural

analysis to identify

root words with

affixes

Use structural

analysis to identify

words (i.e.,

knowledge of

Greek and Latin

roots and affixes)

R.11.9.2, R.11.10.2

R.11.11.2

R.11.12.2

Accessing information

ELPR.6.9-12.6

Use reference m

aterials

(i.e., glossary, dictionary,

thesa

urus, ava

ilable

technology) to facilitate

and extend le

arning

Exp

lore reference

materials (i.e

.,

gloss

ary,

dictio

nary,

thesa

urus,

ava

ilable

technology) to

determ

ine m

eaning

of words

Use reference

materials (i.e

.,

gloss

ary,

dictio

nary,

thesa

urus,

ava

ilable

technology) to

apply m

eaning of

words

Use reference

materials (i.e

.,

gloss

ary,

dictio

nary,

thesa

urus,

ava

ilable

technology) to

determ

ine and

apply m

eaning of

words

Use reference

materials (i.e

.,

gloss

ary,

dictio

nary,

thesa

urus,

ava

ilable

technology) to

determ

ine and

apply precise

meaning and

usage of words

Use reference

materials (i.e

.,

gloss

ary,

dictio

nary,

thesa

urus,

ava

ilable

technology) to

facilitate and

extend learning

R.11.9.3 R

.11.10.3

R.11.11.3

R.11.12.3

68


for

Writing

Spring 2006

1


iency Framework

Strands

Listening

1. Students shall demonstrate effective listening skills in

form

al and inform

al s


n.

Speaking

2. Students shall demonstrate effective oral co

mmunication skills to exp

ress id

eas and to present inform

ation.

Reading

Foundations of

Reading

3. Students shall apply concepts of print, acquire knowledge of spoken words and understand the relationship of

speech

to print as they deve

lop a foundatio

n for literacy.

Comprehension

4. Students shall apply a variety of strategies to read and comprehend printed m

aterial.

Variety of text

5. Students shall read, exa

mine, and resp

ond to a wide range of texts for a variety of purposes.

Vocabulary,

Word Study and

Fluency

6. Students shall acq

uire and apply skills in vocabulary deve


Writing

Process

7. Students shall employ a wide range of strategies as they write, using the writing proce

ss appropriately.

Purpose

, Topics,

Form

s and

Audiences

8. Students shall demonstrate competency in writing for a variety of purposes, topics and audiences employing a

wide range of form

s.

Conve

ntions

9. Students shall apply knowledge of Standard English conve

ntions in

written work.

Craftsmanship

10. Students shall deve

lop personal style and voice as they approach the craftsmanship of writing.

2

Arkansas D



Writin

g

K - 2

Writing

Standard 7: Process: Students shall employ a wide range of strategies as they write, using the writing proce

ss appropriately

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.7.K-2.1

Generate topics

Generate topics and

content vo

cabulary

by

- drawing

- sharing personal

exp

eriences

- responding to

books

- using

environmental

print

- contribute

illustrations to a

notebook

Respond to topics

and content

vocabulary by

- -drawing

- sharing personal

exp

eriences

- responding to

books

- using

environmental

print

- contribute

illustrations to a

notebook

Generate topics and

content vo

cabulary

by

- drawing

- sharing personal

exp

eriences

- responding to

books

- using

environmental

print

- contribute

illustrations to a

notebook

(i.e., interesting

words or

phrases, books

or exp

eriences

that spark an

interest, etc.)

Generate topics and

content vo

cabulary

by

- drawing

- sharing personal

exp

eriences

- responding to

books

- using

environmental

print

- contribute

illustrations to a

notebook

(i.e., interesting

words or

phrases, books

or exp

eriences

that spark an

interest, etc.)

Generate topics and

content vo

cabulary

by

- drawing

- sharing personal

exp

eriences

- responding to

books

- using

environmental

print

- contribute

illustrations to a

notebook

(i.e., interesting

words or

phrases, books

or exp

eriences

that spark an

interest, etc.)

W.4.K.1

W.4.1.1

W.4.2.1

ELPW.7.K-2.2

Participate in

prewriting activitie

s

Participate in teacher

led prewriting

activitie

s


led prewriting

activitie

s


led prewriting

activitie

s to deve

lop

an understanding of

the writing proce

ss


led prewriting

activitie

s to deve

lop

an understanding of

the writing proce

ss


led prewriting

activitie

s to deve

lop

an understanding of

the writing proce

ss

W.4.K.3

W.4.1.6

W.4.1.7

ELPW.7.K-2.3

Use graphic

organizers in

prewriting activitie

s

- Promote

organizatio

n of

writing

(i.e., story m

aps,

webbing, and graphic

organizers to create

a draft

Promote organizatio

n

of writing

(i.e., story m

aps,



a draft)

Promote organizatio

n

of writing

(i.e., story m

aps,



a draft)

W.4.K.3

W.4.1.6

W.4.1.7

3

Arkansas D



Writin

g

K - 2

Writing


ss appropriately

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.7.K-2.4

Apply strategies, to

move

from oral to

written language

Apply strategies,

when prompted, to

move

from oral to

written language (i.e

.,

orally compose

mess

age and

verbally rehearse,

reread text to get to

next w

ord in the

mess

age, etc.)

- use visual

organizers /

collages

- Copy and write

words about se

lf-

selected topics

Apply strategies,

when prompted, to

move

from oral to


.,

orally compose

mess

age and

verbally rehearse,


next w

ord in the

mess

age, etc.)

-use charades to

connect acting out

to writing)

-use transitional

words

- Write about se

lf-

selected topics

Apply strategies,

when prompted, to

move

from oral to


.,

orally compose

mess

age and

verbally rehearse,


next w

ord in the

mess

age, etc.)

- Use prewriting

strategies to

organize ideas

- Write about se

lf-

selected topics

Apply strategies,

when prompted, to

move

from oral to


.,

orally compose

mess

age and

verbally rehearse,


next w

ord in the

mess

age, etc.)

- Use prewriting

strategies to

organize ideas

- Write about se

lf-

selected topics

Apply strategies,

when prompted, to

move

from oral to


.,

orally compose

mess

age and

verbally rehearse,


next w

ord in the

mess

age, etc.)

- Use prewriting

strategies to

organize ideas

- Write about se

lf-

selected topics

W.4.K.2

W.4.K.6

W.4.1.3

W.4.2.2

W.4.K.4

ELPW.7.K-2.5

Focus on one topic

Focus on one topic

using pre-taught

vocabulary words

using personal

exp

eriences

to produce

topic

ideas

Write basic

instructio

ns for how

to complete a sim

ple

task by using

personal

exp

eriences to

produce topic

ideas

Focus on one topic

by writing instructions

for how-to task

Focus on and

deve

lop one topic

Focus on and

deve

lop one topic

W.4.1.2

W.4.1.4

W.4.2.3

4

Arkansas D



Writin

g

K - 2

Writing


ss appropriately

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.7.K-2.6

Organize writing

Complete a cloze

pass

age sentence

- write from le

ft to

right, top to

bottom, and use

return sweep

- apply knowledge

of letters and

words

Use a story or

paragraph frame to

organize writing (e.g.

using a cloze

pass

age form

at)

- write from le

ft to

right, top to

bottom, and use

return sweep

Use a story or

paragraph frame to

organize writing (e.g.

using a cloze

pass

age form

at)

- write from le

ft to

right, top to

bottom, and use

return sweep

Use a story or

paragraph frame to

organize writing

- write from le

ft to

right, top to

bottom, and use

return sweep

Use a story or

paragraph frame to

organize writing

- write from le

ft to

right, top to

bottom, and use

return sweep

W.4.1.5

W.4.K.5

W.4.K.7

ELPW.7.K-2.7

Use phonemic

awareness

Deve

lop phonemic

awareness

Use knowledge of

phonemic awareness

to write sim

ple

sentence

s

Use knowledge of

phonemic awareness

to write sentences

Use strategies for

applying phonemic

awareness

and phonics

knowledge (e.g.

cognates)

Use strategies for

applying phonemic

awareness and

phonetics

knowledge

- break speech in

to

words and le

ave

spaces between

words, slowly

articulate or

segment words in

order to hear

most

salient sounds

- break words at

onse

t and rim

e to

record

corresponding

letter patterns

W.4.K.9

W.4.1.11

5

Arkansas D



Writin

g

K - 2

Writing


ss appropriately

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.7.K-2.8

Write to edit and

revise sentence

s

Copy and write

sim

ple m

essa

ges

independently to

demonstrate the

understanding that

speech can be

written and revise for

meaning based on

student-

teach

er co

llaboration

Copy and write

sim

ple m

essa

ges

that have

been

modeled and revise

writing for:

- for meaning

base

d on student-

teacher

collaboratio

n

- with full

class participatio

n

Copy and write

sim

ple m

essa

ges

that have

been

modeled and revise

writing to:

- check for

acc

uracy and

meaning

base

d on student-

teacher

collaboratio

n

- organization,

content, and

clarity based on

peer responses

and teacher

conferences

Copy and write

sim

ple m

essa

ges

independently and

revise to:

- check for

acc

uracy and

meaning

base

d on student-

teacher

collaboratio

n

- organization,

content, and

clarity based on

peer responses

and teacher

conferences

Write sim

ple

mess

ages and revise

to:

- check for

acc

uracy and

meaning

base

d on student-

teacher

collaboratio

n

- organization,

content, and

clarity based on

peer responses

and teacher

conferences

W.4.K.10

W.4.K.11

W4.1.12

W.4.2.7

W.4.K.12

ELPW.7.K-2.9

Publish and share

writing

Prepare and share

piece

s for publicatio

n

- illustrations (e.g.

draw/label b

ody

parts)

- rewriting

- docu

ments

created with

tech

nology

Prepare and share

piece

s for publicatio

n

- illustrations (e.g.

draw/label b

ody

parts)

- rewriting

- docu

ments

created with

tech

nology

Prepare and share

piece

s for publicatio

n

(e.g. write interview

questions with

classm

ate)

Prepare and share

piece

s for

publicatio

ns and

writing with others

(e.g. writing a friendly

letter to adult or peer,

book report)

Prepare and share

piece

s for publicatio

n

(e.g. narrative

, exp

ository)

W.4.K.13

W.4.1.16

W.2.14

W.4.K.14

W.4.1.17

6

Arkansas D



Writin

g

K - 2

Writing


ss appropriately

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.7.K-2.10

Contribute to the

literate environment

of the

classroom/sch

ool

Contribute to the


of the

classroom/sch

ool by

displaying writing

samples (e.g.,

poems, word study

charts, word walls,

writing samples, etc.)

Contribute to the


of the

classroom/sch

ool by

displaying writing

samples (e.g.,

poems, word study

charts, word walls,


Contribute to the


of the

classroom/sch

ool by

displaying writing

samples (e.g.,

poems, word study

charts, word walls,


Contribute to the


of the

classroom/sch

ool by

displaying writing

samples (e.g.,

poems, word study

charts, word walls,


Contribute to the


of the

classroom/sch

ool by

displaying writing

samples (e.g.,

poems, word study

charts, word walls,


W.4.K.15

ELPW.7.K-2.11

Create a portfolio

and publish

approximately 10

piece

s

Create and select

piece

s for a writing

portfolio

and publish

approximately ten

piece

s throughout

the year

(i.e., thank you note,

poster, recipe, etc.)

and use ava

ilable

technology for

publishing

Create and select

piece

s for a writing

portfolio

and publish

approximately ten

piece

s throughout

the year

(i.e., thank you note,

poster, recipe, etc.)

and use ava

ilable

technology for

publishing

Create and select

piece

s for a writing

portfolio

and publish

approximately ten

piece

s throughout

the year by sharing

writing and use

ava

ilable technology

for publishing

Create and select

piece

s for a writing

portfolio

and publish

approximately ten

piece

s throughout

the year by sharing

writing and use

ava

ilable technology

for publishing

Create and select

piece

s for a writing

portfolio

and publish

approximately ten

piece

s throughout

the year by sharing

writing and use

ava

ilable technology

for publishing

W.4.1.18

W.4.2.15

W.4.K.16

W.4.1.20

W.4.1.19

W.4.2.16

ELPW.7.K-2.12

Write to exp

and

main ideas

Write on m

ain id

ea

using a pattern

sentence

with visual

and teach

er su

pport

Write on m

ain id

ea

using a pattern

sentence

with visual

and teach

er su

pport

Write to elaborate/

exp

and an idea when

prompted

(e.g. using W

H

questions)

Write to elaborate/

exp

and an idea when

prompted

Write to elaborate/

exp

and an idea/

mess

age

independently

W.4.1.8

W.4.1.13

W.4.2.8

ELPW.7.K-2.13

Use high frequency

words to create

introductory and

concluding

sentence

s

Use high frequency

words (e.g. with a

cloze

pass

age

activity)

Use high frequency

words

(e.g. with a cloze

pass

age activity)

Use high frequency

words to create

introductory and

concluding

sentence

s

Use high frequency

words to create

introductory and

concluding

sentence

s

Use high frequency

words to create

introductory and

concluding

sentence

s

W.4.1.9

W.4.1.10

7

Arkansas D



Writin

g

K - 2

Writing


ss appropriately

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.7.K-2.14

Edit sentences for

capita

lization,

punctuatio

n, and

spelling

Edit sim

ple

sentence

s with

teach

er su

pport and

full class

participation:

- capitalization

- beginning/ending

punctuation

- deve

lop a

personal

vo

cabulary

dictionary

- personal

writing

- give and

receive feedback

about writing

Edit sim

ple

sentence

s with

teach

er su

pport:

- capitalization

- beginning/ending

punctuation

- deve

lop personal

vo

cabulary

dictionary, word

wall, pictionary,

etc.

- personal

writing

- give and receive

feedback

about

writing

Edit for complete

sentence

s:

- capitalization

- punctuatio

n

- spelling

- using word wall,

pictionary,

software, charts,

etc.

- delete irreleva

nt

inform

atio

n with

teacher guidance

Edit for complete

sentence

s:

- capitalization

- punctuatio

n

- spelling

- utilize ava

ilable

resources to edit

personal writing

(i.e., editing

checklist,

personal

dictionary, word

wall, etc.)

Edit for complete

sentence

s:

- capitalization

- punctuatio

n

- spelling

- utilize ava

ilable

resources to edit

personal writing

(i.e., editing

checklist,

personal

dictionary, word

wall, etc.)

- delete irreleva

nt

inform

atio

n with

teacher guidance

W.4.1.14

W.4.1.15

W.4.2.9

W.4.2.10

W.4.2.12

W.4.2.13

ELPW.7.K-2.15

Use various

strategies to

deve

lop

paragraphs

Compose short

paragraphs using: --

pictures, labels,

and phrases

- visuals and

sentence strips to

sequence m

ain

idea and detail,

cause and effect

Compose short

paragraphs using: --

pictures, labels,

and phrases

- visuals and

sentence strips to

sequence m

ain

idea and detail,

cause and effect

Organize writing by:

- sequencing m

ain

idea and detail,

cause and effect

- creatin

g

introduction and

conclusion

sentence

Create well-

deve

loped

paragraphs that

include in

troduction,

details, and

conclusion

Create well-

deve

loped

paragraphs that

include in

troduction,

details, and

conclusion

W.4.2.4

W.4.2.5

8

Arkansas D



Writin

g

K - 2

Writing

Standard 8: Purpose

, Topics, Form

s and Audiences: Students shall demonstrate competency in writing for a variety of purposes, topics and

audiences employing a wide range of form

s

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.8.K-2.1

Write for a various

audience

s

Write and/or draw to

communicate id

eas

for self, peers, and

for other people (e.g.

cards, alphabet, key

vocabulary words,

names, etc.)

Write and/or draw to

communicate id

eas



cards, ke

y vo

cabulary words,

names, etc.)

Write or draw to

communicate id

eas



cards, ke

y vo

cabulary words,

invitatio

ns,

perm

ission slips,

etc.)

Write to

communicate id

eas



cards, ke

y vo

cabulary words,

etc.)

Write to

communicate id

eas

for self, peers,

parents, relatives,

friends, teach

ers,

and for other people

(e.g. cards, ke

y vo

cabulary words,

names, etc.)

W.5.K.1

W.5.1.1

W.5.2.1

W.5.K.2

ELPW.8.K-2.2

Exp

lain purpose for

writing

Exp

lain some of the

purposes for writing,

such

as telephone

mess

ages, recipes,

or lists that have

been m

odeled

Exp

lain some of the


such

as telephone

mess

ages, shopping

lists, recipes, or lists

that have

been

modeled

Exp

lain some of the


such

as telephone

mess

ages, recipes,

or lists that have

been m

odeled

Determ

ine purpose

for writing by

exp

laining why some

text form

s m

ay be

more appropriate

than others

Determ

ine and m

atch

purpose for writing to

the appropriate

audience

by

exp

laining why some

text form

s m

ay be

more appropriate

than others

W.5.K.3

W.5.1.2

W.5.2.2

9

Arkansas D



Writin

g

K - 2

Writing

Standard 8: Purpose

, Topics, Form

s and Audiences: Students shall demonstrate competency in writing for a variety of purposes, topics and

audiences employing a wide range of form

s

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.8.K-2.3

Write daily for a

variety of purposes

Illustrate and write

daily (e.g., key

vocabulary, thank

you notes,

invitatio

ns)

- use a visual s

tory

board to

sequence

- respond by

writing or drawing

pictures to stories

read aloud

- respond to open-

ended questio

ns

- personal journal

- independently on

self-selected

topics


daily (e.g., thank you

notes, invitatio

ns,

etc.)

- use a visual s

tory

board to

sequence

- respond by

writing or drawing

pictures to stories

read aloud

- respond to open-

ended questio

ns

- a sim

ple

familiar fairy or

folk tale using

teacher-created

template

- sim

ple

quatrains and

shape poetry

- personal journal

- independently on

self-selected

topics


daily (e.g. objective

of the day, personal

narrative

s, etc.)

- an

inform

atio

nal

paragraph,

including a topic

sentence, details,

and conclusion

- sim

ple

quatrains and

shape poetry

- sim

ple

letters to authors

- connectio

ns

between text and

self

- personal journal

- independently on

self-selected

topics

Write brief personal

narrative

s and sim

ple

inform

atio

nal text

- brief

exp

ository

desc

riptions

- instructio

ns

with appropriate

sequence

- a narrative

that prese

nts a

logical se

quence

of eve

nts and

desc

ribes the

setting, character,

and eve

nts in

detail

- text

va

riatio

ns (i.e.,

change setting,

characters, or

ending, etc.)

- connectio

ns

between text and

self

- personal journal

- independently on

self-selected

topics

Write brief personal

narrative

s and sim

ple

inform

atio

nal text

- brief

exp

ository

desc

riptions

- an

inform

atio

nal

paragraph

- a narrative

that prese

nts a

logical se

quence

of eve

nts and

desc

ribes the

setting, character,

and eve

nts in

detail

- retellings of

fairy and folk tales

- text

va

riatio

ns (i.e.,

change setting,

characters, or

ending, etc.)

- connections

between text and

self

- personal journal

- independently on

self-selected

topics

W.5.K.4

W.5.1.3

W.5.K.5

W.5.1.5

W.5.K.6

W.5.1.4

W.5.1.6

W.5.2.3

W.5.2.4

W.5.2.5

W.5.2.6

W.5.2.7

W.5.2.8

W.5.2.9

W.5.2.10

W.5.2.11

W.5.2.12

W.5.2.13

W.5.2.14

10

Arkansas D



Writin

g

K - 2

Writing

Standard 9: Conve

ntio

ns: Students shall apply knowledge of Standard English conve

ntions in

written work

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.9.K-2.1

Write a variety of

sentence

s

Write sim

ple

sentence

s around

known words,

repetitive phrases

and sentence

beginnings

(i.e., sim

ple dictatio

n

and cloze

paragraphs).

Write sim

ple

sentence

s around

known words,

repetitive phrases

and sentence

beginnings.

(i.e., sim

ple dictatio

n

and cloze

paragraphs).

Write sim

ple

sentence

s around

known words,

repetitive phrases

and sentence

beginnings to:

- inco

rporate

transition words

- combine

sentences

correctly (e.g., I

woke up, and I

ate breakfast.)

Write sim

ple

sentence

s around

known words,

repetitive phrases

and sentence

beginnings to

- va

ry sentence

patterns and

lengths

- inco

rporate

transition words

- combine

sentences

correctly

Write sim

ple

sentence

s around

known words,

repetitive phrases

and sentence

beginnings to

- va

ry sentence

patterns and

lengths

- inco

rporate

transition words

- combine

sentences

correctly

W.6.K.1

W.6.1.1

W.6.1.2

W.6.2.1

W.6.2.2

W.6.2.4

W.6.2.5

ELPW.9.K-2.2

Use the syn

tax of

oral language

Use the syn

tax of

oral language

- singular and

plural pronouns

Use the syn

tax of

oral language

- singular and

plural pronouns

Use the syn

tax of

oral language

- singular and

plural pronouns

- use subject and

ve

rb agreement in

sim

ple sentences

Use the syn

tax of

oral language

- use subject and

ve

rb agreement in

sim

ple sentences

Use the syn

tax of

oral language

- use subject and

ve

rb agreement in

sim

ple sentences

W.6.K.2

W.6.1.3

W.6.2.3

ELPW.9.K-2.3

Use phonetic

strategies

Use phonetic

strategies and

common visual

patterns to spell

familiar words with

same sounds in

L1 /

L2

Use phonetic

strategies and

common visual

patterns to spell

familiar words with

same sounds in

L1 /

L2

Use phonetic

strategies to spell

unknown and a

growing number of

high frequency words

correctly

Use phonetic

strategies to spell

unknown and a

growing number of


correctly

Use phonetic

strategies to spell

unknown and a

growing number of


correctly

W.6.K.3

W.6.1.4

W.6.2.7

W.6.K.4

W.6.2.7

W.6.K.4

W.6.1.5

W.6.2.8

11

Arkansas D



Writin

g

K - 2

Writing

Standard 9: Conve

ntio


ntions in

written work

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.9.K-2.4

Use capita

lizatio

n

rules

Capitalize own name,

beginning of

sentence

, proper

names/nouns


beginning of

sentence

, proper

names/nouns


beginning of

sentence

, proper

names/nouns


beginning of

sentence

, proper

names/nouns


beginning of

sentence

, proper

names/nouns

W.6.K.5

W.6.1.6

W.6.2.10

W.6.K.6

W.6.1.7

W.6.2.11

ELPW.9.K-2.5

Use correct

punctuatio

n

Use correct

punctuatio

n (e.g.

periods, question

marks, exclamatio

n

marks, comma in

dates and

addresses) to

punctuate

declarative

, interrogative

, im

perative

, and

exclamatory

sentence

s

Use correct

punctuatio

n (e.g.

periods, question

marks, exclamatio

n

marks, comma in

dates and

addresses) to

punctuate

declarative

, interrogative

, im

perative

, and

exclamatory

sentence

s

Use correct

punctuatio

n (e.g.

periods, question

marks, exclamatio

n

marks, comma in

dates and

addresses) to

punctuate

declarative

, interrogative

, im

perative

, and

exclamatory

sentence

s

Use correct

punctuatio

n (e.g.

periods, question

marks, exclamatio

n

marks, commas,

apostrophes for

contractio

ns and

singular possessive

s)

to punctuate

declarative

, interrogative

, im

perative

, and

exclamatory

sentence

s

Use correct

punctuatio

n (e.g.

periods, question

marks, exclamatio

n

marks, commas,

apostrophes for

contractio

ns and

singular possessive

s)

to punctuate

declarative

, interrogative

, im

perative

, and

exclamatory

sentence

s

W.6.K.7

W.6.1.8

W.6.2.6

W.6.2.12

W.6.2.13

W.6.2.14

W.6.2.15

12

Arkansas D



Writin

g

K - 2

Writing

Standard 9: Conve

ntio


ntions in

written work

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.9.K-2.6

Use correct

directionality and

form

atio

n

Write le

ft to right

with return sweep

- legibly in

manusc

ript

using correct

letter form

atio

n

- leave

spaces

between words

and sentences

- write with the

form

at of lines

and spaces

provided by the

selected paper

Write le

ft to right

with return sweep

- legibly in

manusc

ript

using correct

letter form

atio

n

- leave

spaces

between words

and sentences

- write with the

form

at of lines

and spaces

provided by the

selected paper

Write le

ft to right

with return sweep

- legibly in

manusc

ript

using correct

letter form

atio

n

- leave

spaces

between words

and sentences

- write with the

form

at of lines

and spaces

provided by the

selected paper

Write le

ft to right

with return sweep

- legibly in

manusc

ript

using correct

letter form

atio

n

- leave

spaces

between words

and sentences

- write with the

form

at of lines

and spaces

provided by the

selected paper

Write le

ft to right

with return sweep

- legibly in

manusc

ript

using correct

letter form

atio

n

- leave

spaces

between words

and sentences

- write with the

form

at of lines

and spaces

provided by the

selected paper

W.6.K.8

W.6.1.9

W.6.2.16

W.6.K.9

W.6.K.10

W.6.1.10

ELPW.9.K-2.7

Use prefixe

s

N/A

N/A

Practic

e using the

common prefix

(e.g. un, pre, re)

Use knowledge of

prefixe

s and

common

inflectio

nal endings

to spell (e.g.

consonant

doubling, dropping

-e, changing y to i)

Use knowledge of

prefixe

s and

common

inflectio

nal endings

to spell (e.g.

consonant

doubling, dropping

-e, changing y to I)

W.6.2.9

13

Arkansas D



Writin

g

K - 2

Writing

Standard 10: Craftsmanship

Students shall deve


Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.10.K-2.1

Use drawings and


sequentia

l story

Use drawings that

support m

eaning

including details

when illustratin

g (e.g.

draw pictures in

sequentia

l order in

response to familiar

story read orally)

Use drawings that

support m

eaning

including details

when illustratin

g (e.g.

draw pictures in

sequentia

l order in

response to familiar

story read orally)

Use drawings that

support m

eaning and

deve

lop a beginning,

middle, and end to a

story

using teacher-make

template

Use drawings that

support m

eaning to

deve

lop a beginning,

middle, and end to a

story

Use drawings that

support m

eaning,

including some

concrete details,

when writing

to deve

lop a

beginning, middle,

and end to a story

W.7.K.1

W.7.1.1

W.7.2.1

ELPW.10.K-2.2

Incorporate

social a

nd

academic la

nguage

Incorporate language

acquired from

reading and/or

conve

rsation


acquired from

reading and/or

conve

rsation


acquired from

reading and/or

conve

rsation


acquired from

reading and/or

conve

rsation

Incorporate lite

rary

language and styles

heard or read in the

classroom in

to

personal writing

W.7.K.2

W.7.K.3

ELPW.10.K-2.3

Use language

patterns

Imitate narrative

elements and

predictable la

nguage

patterns derive

d from

known texts

(e.g., using W

H

questions)

Imitate narrative

elements and

predictable la

nguage

patterns derive

d from

known texts

(e.g. using W

H

questions)

Imitate narrative

elements and

predictable la

nguage

patterns derive

d from

known texts

Imitate narrative

elements and

predictable la

nguage

patterns derive

d from

known texts

Imitate narrative

elements and

predictable la

nguage

patterns derive

d from

known texts

W.7.1.2

14

Arkansas D



Writin

g

K - 2

Writing


Students shall deve


Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.10.K-2.4

Take on strategies

and elements of

author’s craft and

literary la

nguage

N/A

N/A

Embed lite

rary

language in

writing

(I.e. “O

nce

upon a

time…

”)

Take on strategies

and elements of

author’s craft that the

class has discusse

d

in their study of

literary works

Take on strategies

and elements of

author’s craft that the

class has discusse

d

in their study of

literary works

- embed literary

language in

writing (I.e. “O

nce

upon a tim

e…

”)

W.7.2.2

W.7.2.4

ELPW.10.K-2.5

Use predictable

text

Use predictable text

as m

odeled for own

writing

(e.g. The Little

Red

Hen)


as m

odeled for own

writing


as m

odeled for own

writing


as m

odeled for own

writing


as m

odeled for own

writing

W.7.K.4

ELPW.10.K-2.6

Listen and respond

to writings of others

Listen and respond


Listen and respond


Listen and respond


Listen and respond


Listen and respond


W.7.K.5

ELPW.10.K-2.7

Use adjectives

Write personal

adjective

s to

desc

ribe color of

hair/eye

s,

shapes/sizes of

objects, etc.

Write personal

adjective

s to

desc

ribe color of

hair/eye

s,

shapes/sizes of

objects, etc.

Use adjectives

when writing about

people, place

s,

things, and eve

nts

Use adjectives

when writing about

people, place

s,

things, and eve

nts

Use adjectives

when writing about

people, place

s,

things, and eve

nts

W.7.1.3

ELPW.10.K-2.8

Produce

writing

using previously

learned and new

vocabulary

Produce

and use

new vocabulary

and concepts that

utilize the full range

of words in their

speaking

vocabulary

Produce

and use

new vocabulary

and concepts that


of words in their

speaking

vocabulary

Produce

and use

new vocabulary

and concepts that


of words in their

speaking

vocabulary

Produce

and use

new vocabulary

and concepts that


of words in their

speaking

vocabulary

Produce

and use

new vocabulary

and concepts that


of words in their

speaking

vocabulary

W.7.1.4

W.7.1.6

W.7.2.5

15

Arkansas D



Writin

g

K - 2

Writing


Students shall deve


Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.10.K-2.9

Exa

mine writing

for progress

Select words when

prompted (e.g.

using word wall,

personal

dictio

naries, etc.)

Select words when

prompted (e.g.

using word wall,

personal

dictio

naries, etc.)

Select m

ore

precise words

when prompted

and exa

mine

written work with

teach

er guidance

to

determ

ine progress

in writing and work

habits

Select m

ore

precise words

when prompted

and

exa

mine written

work with teacher

guidance

to

determ

ine progress

in writing and work

habits

Select m

ore

precise words

when prompted

and

exa

mine written

work with teacher

guidance

to

determ

ine progress

in writing and work

habits

W.7.1.5

W.7.1.7

W.7.2.8

16

Arkansas D



Writin

g

3 - 5

Writing


ss appropriately

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.7.3-5.1

Use a variety of

strategies to plan

writing

Use planning

strategies/

organizers:

- list key class

generated

vo

cabulary words -

organize id

eas

using graphic

organizers (i.e.,

webbing,

mapping, form

al

outlining with

main topics

- use illustrations to

demonstrate an

awareness

of

purpose/audience

- select appropriate

resources for

personal and

inform

atio

nal

writing

Use planning

strategies/

organizers:

- create a graphic

organizer with

class

- organize ideas

using graphic

organizers (i.e.,

webbing,

mapping, form

al

outlining with

main topics

- use single words

or phrases to

demonstrate an

awareness

of

purpose/audience


resources for

personal and

inform

atio

nal

writing

Use planning

strategies/

organizers:

- organize writing

to conve

y a

central idea

- use visual

representatio

ns,

charts, etc. to

generate id

eas

using strategies

such as observing

and brainstorm

ing

- use sim

ple words

or phrases to

demonstrate an

awareness

of

purpose/audience

with emphasis on

exp

ository and

letter writing


resources for

personal and

inform

atio

nal

writing

Use planning

strategies/

organizers:

- organize writing

to conve

y a

central idea

- generate id

eas

using

reading,

discussing,

focu

sed free

writing, observing,

and brainstorm

ing

- organize ideas by

using graphic

organizers (i.e.,

webbing,

mapping, and

form

al outlining

with m

ain topics)

- use sim

ple words

or phrases to

demonstrate an

awareness

of

purpose/audience

with emphasis on

exp

ository and

letter writing


resources for

personal and

inform

atio

nal

writing

Use planning

strategies/

organizers:

- organize writing

to conve

y a

central idea

- generate id

eas

using

reading,

discussing,

focu

sed free

writing, observing,

and brainstorm

ing

- organize ideas by

using graphic

organizers (i.e.,

webbing,

mapping, and

form

al outlining

with m

ain topics)


resources and

tech

nology for

collecting

inform

atio

n for

personal and

inform

atio

nal

writing

- organize

exp

ository

paragraphs that

include a topic

sentence,

supporting

details, and a

conclusion

sentence

W.4.3.1

W.4.4.1

W.4.5.1

W.4.5.2

W.4.3.3

W.4.5.3

W.4.3.4

W.4.3.5

W.4.4.4

W.4.5.4

W.4.5.6

17

Arkansas D



Writin

g

3 - 5

Writing


ss appropriately

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.7.3-5.2

Deve

lop drafts

Place inform

ation in

categories using

illustratio

ns and

graphic organizers

(e.g., pictures of

people, place

s, and

things) to emphasize

central idea and

basic in

form

atio

n

Place inform

ation in

categories using

illustratio

ns and

graphic organizers

(e.g., pictures of

people, place

s, and

things) to emphasize

central idea and

basic in

form

atio

n

using sim

ple words

and phrase

s,

Deve

lop drafts by: -

sorting

inform

atio

n in

to

categories for

paragraphs

- creatin

g an

introductory

sentence

- using a graphic

organizer to

emphasize

central idea and

basic in

form

atio

n

using sim

ple

words and

phrases

Deve

lop drafts by:

- sorting

inform

atio

n in

to

categories for

paragraphs

- create well-

deve

loped

introductory and

concluding

paragraphs

- create an

introduction that

hooks the reader

- deve

lop strong

closure

- writing related

paragraphs on

the same topic

- drafting

inform

atio

n

collected during

reading and/or

research into

writing

- using prewriting

to draft exp

osito

ry

paragraphs within

an essa

y with

emphasis on the

following:

- central idea

- exp

lanatio

n

- elaboratio

n

- unity

- purpose and

audience

Deve

lop drafts by:

- sorting

inform

atio

n in

to

categories for

paragraphs

- create well-

deve

loped

introduction that

hooks the reader

and strong

concluding

paragraphs

- writing related

paragraphs on

the same topic

- drafting

inform

atio

n

collected during

reading and/or

research into

writing

- using prewriting

to draft exp

osito

ry

paragraphs within

an essa

y with

emphasis on the

following:

- central idea

- exp

lanatio

n

- elaboratio

n

- unity

- purpose

- audience

- desc

riptive

details

W.4.3.6

W.4.4.5

W.4.3.7

W.4.4.6

W.4.4.7

W.4.4.8

W.4.4.9

W.4.5.5

W.4.3.2

W.4.3.8

18

Arkansas D



Writin

g

3 - 5

Writing


ss appropriately

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.7.3-5.3

Revise writing

Organize key

vocabulary with

teach

er su

pport and

revise as a group

Practic

e writing

vocabulary through

illustratio

ns with

teach

er su

pport

using:

- a revision

checklist

deve

loped by the

class to revise

writing

- illustrations

- sim

ple words and

phrases to revise

style for se

lected

vo

cabulary and

inform

atio

n

Read and revise

writing base

d on

teach

er co

nference

using:

- a revision

checklist as a

group to revise

writing

- illustrations

- sim

ple words and

phrases to revise

style for se

lected

vo

cabulary and

inform

atio

n

- an effective lead

sentence for each

paragraph by

using questions

or exclamations

Revise writing for

organizatio

n, precise

vocabulary, and

purposefully selected

inform

atio

n from peer

responses and

teach

er co

nference

using:

- a check

list

deve

loped by the

class to

independently

revise writing

- elements of style,

including word

choice and

sentence

va

riatio

n,

coherence, and

logical

support of ideas

Revise writing for

organizatio

n, precise

vocabulary, and

purposefully selected

inform

atio

n from peer

responses and

teach

er co

nference

using:

- drafts for

coherence

, style,

content and lo

gical

support of ideas

based on peer

responses and

teach

er co

nferences

W.4.3.9

W.4.3.10

W.4.4.10

W.4.4.11

W.4.4.12

W.4.5.10

W.4.5.6

W.4.5.11

W.4.5.7

W.4.5.8

W.4.5.9

19

Arkansas D



Writin

g

3 - 5

Writing


ss appropriately

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.7.3-5.4

Edit writing

Edit for spelling,

usage, punctuatio

n,

capita

lization, and

sentence

structure

with peers or during

teach

er co

nferences

Edit for spelling,

usage, punctuatio

n,

capita

lization, a

standard word order,

and sentence

structure with the

peers or during

teach

er co

nferences

Edit for spelling,

usage, punctuatio

n,

capita

lization,

sentence

form

atio

n,


mech

anics, and

form

atting as a group

or in groups with the

aid of a checklist

Edit for spelling,

usage, punctuatio

n,

capita

lization,

sentence

form

atio

n,


mech

anics,

form

atting, standard

inflectio

ns,

agreement, word

meaning, and

appropriate grade-

leve

l co

nve

ntio

ns as

a group or in groups

Edit in

dividually or in

groups for

appropriate grade-

leve

l co

nve

ntio

ns,

within the following

features:

- sentence

form

ation

- completeness

- abse

nce

of

fuse

d sentence

s

- exp

ansion

through

standard

coordination

and m

odifiers

- embedding

through

standard

subordinatio

n

and m

odifiers

- standard word

order

- usage

-standard

inflections

-agreement

- word m

eaning

-conve

ntions

- mech

anics

- capitalization

- punctuatio

n

- form

atting

- spelling

W.4.4.13

W.4.5.11

20

Arkansas D



Writin

g

3 - 5

Writing


ss appropriately

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.7.3-5.5

Publish and share

writing

Publish/share

approximately ten

piece

s (i.e.,

illustratio

ns, rewriting

or typing/word

processing, charts,

and diagrams) for:

- purpose and

audience using

ava

ilable technology

for sharing and/or

publishing

- prepare a portfolio

for publicatio

n

Publish

approximately ten

piece

s (i.e.,

illustratio

ns, rewriting

or typing/word

processing, charts,

and diagrams,)

- publish/share

acco

rding to purpose

and audience

- use ava

ilable

technology for

sharing and/or

publishing


for publicatio

n

- select pieces for a

writing portfolio that

demonstrates

succ

ess in

writing in

a variety of genres

for different

audience

s, purposes,

and form

ats

Publish

approximately ten

piece

s (i.e.,

illustratio

ns, rewriting

or typing/word

processing, charts,

and diagrams)

- publish/share

acco

rding to purpose

and audience

- use ava

ilable

technology for

sharing and/or

publishing


for publicatio

n



demonstrates

succ

ess in

writing in

a variety of genres

for different

audience

s, purposes,

and form

ats

- maintain a writing

portfolio

that exh

ibits

growth in m

eetin

g

goals and

exp

ectations

Publish

approximately ten

piece

s (i.e.,

illustratio

ns, rewriting

or typing/word

processing, charts,

and diagrams)

- publish/share

acco

rding to purpose

and audience

- use ava

ilable

technology for

sharing and/or

publishing


for publicatio

n



demonstrates

succ

ess in

writing in

a variety of genres

for different

audience

s, purposes,

and form

ats


portfolio

that exh

ibits

growth in m

eetin

g

goals and

exp

ectations

Publish

approximately ten

piece

s (i.e.,

illustratio

ns, rewriting

or typing/word

processing, charts,

and diagrams)

- publish/share

acco

rding to purpose

and audience

- use ava

ilable

technology for

sharing and/or

publishing


for publicatio

n



demonstrates

succ

ess in

writing in

a variety of genres

for

different audience

s,

purposes, and

form

ats


portfolio

that exh

ibits

growth in m

eetin

g

goals and

exp

ectations

W.4.3.13

W.4.3.14

W.4.5.14

W.4.3.15

W.4.4.15

W.4.5.12

W.4.3.16

W.4.4.16

W.4.5.13

21

Arkansas D



Writin

g

3-5

Writing

Standard 8: Purpose, Topics, Form

s and Audiences: Students shall demonstrate competency in writing for a variety of purpose

s, topics

and audiences employing a wide range of form

s

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.8.3-5.1

Write daily for a

variety of purposes

Illustrate for a

specific purposes

and audience

s with

teach

er su

pport for:

- a general a

udience

- Describe and in

form

in sim

ple words and

phrase

s

- Select the form

of

writing that

addresses the

intended audience

(e.g. invitatio

n to

class party)

Write sim

ple

narrative

s using

graphic organizers

for supports

- Write and illustrate

to refle

ct

ideas/interpretatio

ns

of multicultu

ral a

nd

universal themes on

concepts

- With

teacher

guidance

, illustrate

and write with and

without prompts

Write for a specific

purpose and

audience

with sim

ple

words and phrase

s

- Write for a general

audience

(i.e

.,

newspaper and

website, etc.)

- Describe and in

form

in sim

ple sentence

s

- Select the form

of

writing that

addresses the

intended audience

- Summarize

a fable

and/or tall tale with

group

Write sim

ple

sentence

s for a

specific purpose and

audience


audience

(i.e

.,

newspaper and

website, etc.)

- Describe, inform

, entertain, and

persuade

- Write to define,

clarify, deve

lop

ideas, and exp

ress

creativity

- Record reactions to

personal a

nd sch

ool

related exp

eriences

Write for a specific

purpose and

audience


audience

(i.e

.,

newspaper and

website, etc.)

- Describe, inform

, entertain, and

persuade

- Write to define,

clarify, deve

lop

ideas, and exp

ress

creativity

- Record reactions to

personal a

nd sch

ool

related exp

eriences

- Select the form

of

writing that

addresses the

intended audience

W.5.3.1

W.5.4.1

W.5.3.2

W.5.4.2

W.5.5.1

W.5.5.3

W.5.5.2

W.5.4.3

W.5.3.4

W.5.4.5

W.5.3.6

W.5.3.7

W.5.4.6

W.5.4.8

W.5.4.9

W.5.5.6

W.5.3.10

W.5.4.10

W.5.5.9

W.5.5.7

W.5.5.10

22

Arkansas D



Writin

g

3-5

Writing


s and Audiences

Students shall demonstrate competency in writing for a variety of purpose

s, topics and audiences employing a wide

range of form

s

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.9.3-5.1

Write poetry

Illustrate class

poems using a

variety of techniques

with emphasis on

illustratin

g patterned

poetry

Write class poems

follo

wing a sim

ple

form

at with emphasis

on writing patterned

poetry

Write poems using a

variety of techniques

with emphasis on

writing patterned and

poetry

- Write cinquains and

diamantes using a

template

Write poems using a

variety of techniques/

devices, with

emphasis on writing

patterned and

rhym

ed poetry

- Write cinquains and

diamantes

Write poems using a

variety of techniques/

devices, with

emphasis on writing

patterned and

rhym

ed poetry Write

cinquains and

diamantes

- Write free verse

and limerick

s

W.5.5.4

W.5.3.8

W.5.4.7

23

Arkansas D



Writin

g

3-5

Writing


s and Audiences

Students shall demonstrate competency in writing for a variety of purpose

s, topics and audiences employing a wide

range of form

s

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.9.3-5.2

Respond to a


Respond to lite

rature

with illustratio

ns

and/or words

Write key vo

cabulary

words on the m

ain

idea of a reading

selectio

n using words

or phrases

Write summaries

based on the m

ain

idea of a reading

selectio

n and its

most significa

nt

details

Exp

lain connectio

ns

between text and

world

Respond to lite

rature

with specific

reference to the text

W.5.3.9

W.5.3.5

W.5.4.9

W.5.5.5

W.5.5.8

24

Arkansas D



Writin

g

Grades 3-5

Strand: Writin

g

Standard 10: Conve

ntio

ns


ntio

ns in

written work

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.10.3-5.1

Write a variety of

sentence

s

Practic

e writing

sim

ple sentences

from the board and

illustrate sim

ple

sentence

s for basic

interpersonal

communication

Identify parts of

sentence

s as a group

with teacher su

pport

Write a variety of

sim

ple, compound,

and complex

sentence

s (i.e.,

completeness and

standard word order)

for interpersonal

communication

Write different kinds

of sentences

- declarative

- interrogative

- im

perative

- exclamatory

Use compound

subjects and

predicates to

combine sim

ple

sentence

s for more

effective writing style

W.6.3.1

W.6.4.1

W.6.5.1

W.6.3.2

W.6.4.2

W.6.5.2

W.6.3.3

W.6.4.3

W.6.5.3

W.6.3.4

W.6.5.4

W.6.5.6

25

Arkansas D



Writin

g

Grades 3-5

Strand: Writin

g

Standard 10: Conve

ntio

ns


ntio

ns in

written work

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.10.3-5.2

Use standard

English

conve

ntio

ns

Use singular

poss

ess

ives with

teach

er su

pport

Use the pronouns I

and m

e correctly in

sentence

s

Apply conve

ntions of

grammar with

emphasis on the

follo

wing:

- subject-verb

agreement

- poss

essive

pronouns

Employ standard

English usage in

writing, including

subject-ve

rb

agreement, pronoun

referents, and parts

of speech


conve

ntio

ns

W.6.4.5

W.6.3.5

W.6.5.5

W.6.3.8

W.6.3.7

W.6.4.4

W.6.3.6

W.6.4.6

W.6.4.7

W.6.4.8

W.6.4.9

W.6.5.7

26

Arkansas D



Writin

g

Grades 3-5

Strand: Writin

g

Standard 10: Conve

ntio

ns


ntio

ns in

written work

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.10.3-5.3

Spell words

Spell high frequency

words that relate to

basic in

terpersonal

communication

Use less common

visual p

atterns to

spell familiar words

with teacher su

pport

Use knowledge of

suffixes to correctly

spell words

Use inflectional

ending patterns (i.e

.,

consonant doublin

g,

dropping e, ch

anging

y to i )

Spell words (i.e.,

homophones in

context, multisyllabic

words)

W.6.3.9

W.6.4.10

W.6.5.8

W.6.3.10

W.6.3.11

W.6.3.12

W.6.3.13

W. 6.4.11

W.6.5.9

27

Arkansas D



Writin

g

Grades 3-5

Strand: Writin

g

Standard 10: Conve

ntio

ns


ntio

ns in

written work

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.10.3-5.4

Use capita

l letters

Distinguish between

lowercase and

capita

l letters

Identify words that

should be capita

lized

Use capita

l letters for

emphasis (e.g.,

newspapers, titles of

books

)

Use capita

l letters for

emphasis

- Capitalize titles and

abbreviatio

ns

- D

emonstrate

accu

rate use

of

capita

l letters

- C

apita

lize dialogue

in writing

Apply conve

ntional

rules of capitalization

in writing

W.6.3.14

W.6.3.15

W.6.4.13

W.6.4.14

W.6.5.10

28

Arkansas D



Writin

g

Grades 3-5

Strand: Writin

g

Standard 10: Conve

ntio

ns


ntio

ns in

written work

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.10.3-5.5

Use punctuatio

n

marks

Select correct ending

punctuatio

n of

sentence

s from as a

group

Use sim

ple

abbreviatio

ns in

context

Use sentence

meaning to

determ

ine correct

ending punctuatio

n

Apply conve

ntional

rules of punctuatio

n

in writing

-End m

arks

Apply conve

ntional

rules of punctuatio

n

in writing

- End m

arks

- Quotatio

n m

arks

- Comma in a

series

- Comma in

compound

sentences

- Comma in

complex

sentence

- Comma in direct

address

W.6.3.16

W.6.3.17

W.6.3.18

W.6.4.15

W.6.4.16

W.6.4.17

W.6.4.18

W.6.4.19

W.6.5.11

29

Arkansas D



Writin

g

Grades 3-5

Strand: Writin

g

Standard 10: Conve

ntio

ns


ntio

ns in

written work

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.10.3-5.6

Practic

e writing

techniques

Write le

gibly using

block

print and begin

to write legibly in

cursive

Practic

e technique of

indenting paragraphs

by copying from

board or worksheet

Write le

gibly in

cursive

- Indent to show

paragraphs

- Indicate paragraphs

using indentio

n or

block

style

Write le

gibly in

cursive

- Indent to show

paragraphs

- Form

at writing

appropriately

acco

rding to

audience

, purpose,

and form


using indentio

n or

block

style

Write le

gibly in

cursive

- Indent to show

paragraphs

- Form

at writing

appropriately

acco

rding to

audience

, purpose,

and form


using indentio

n or

block

style

W.6.3.19

W.6.3.20

W.6.4.20

W.6.4.21

30

Arkansas D



Writin

g

Grades 3-5

Strand: Writin

g


Students shall deve


Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.10.3-5.7

Use organizatio

nal

structure

Arrange id

eas and

use steps in

a lo

gical

sequence

to write a

sim

ple paragraph

Include releva

nt

inform

atio

n and

elaboratio

n on the

topic with teacher

support

Use figurative

language

purposefully (e.g.,

sim

ile and m

etaphor)

to shape and control

language

(e.g., sweet tooth)

Engage the reader

by deve

loping a lead

and a sense of

closure using

transition words

Use organizatio

nal

structure that is

useful to the reader

W.7.3.1

W.7.4.1

W.7.5.1

W.7.3.2

W.7.3.3

W.7.4.2

W.7.5.6

W.7.3.4

W.7.5.3

31

Arkansas D



Writin

g

Grades 3-5

Strand: Writin

g


Students shall deve


Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.10.3-5.8

Use purpose

ful,

desc

riptive

language for

emphasis or

elaboratio

n

Use nouns and

adjective

s (e.g.,

desc

riptio

ns and

names of

characters)

appropriate to the

text

Use nouns, sim

ple

present tense verbs,

adjective

s

Use such descriptive

language as actio

n

verbs, sp

ecific

nouns, vivid

adjective

s, and

adve

rbs to add

interest to writing

Use diagrams,

charts, or illustratio

ns

appropriate to the

text

Use purpose

ful,

desc

riptive language

for emphasis or

elaboratio

n

W.7.4.3

W.7.4.4

W.7.4.5

W.7.4.6

W.7.5.4

ELPW.10.3-5.9

Use a variety of

sentence

s


sim

ple sentences for

basic in

terpersonal

communication


sim

ple sentence

types for the

completio

n of a task

Write a variety of

sentence

typ

es and

lengths for basic

interpersonal

communication

Write a variety of

sentence

typ

es and

lengths and in

clude a

lead and conclusion

for basic

interpersonal

communication

Write a variety of

sentence

typ

es and

lengths and in

clude a

lead and conclusion

for the completio

n of

a task

W.7.5.2

W.7.5.5

32

Arkansas D



Writin

g

Grades 3-5

Strand: Writin

g


Students shall deve


Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.10.3-5.10

Respond to the

writing of others

Respond to the

writing of others by

giving feedback

using a teacher-

made rubric with

illustratio

ns

Respond to the


giving specific

feedback

on the

clarity and lo

gical

order using a

teach

er-made rubric

Respond to the


giving specific

feedback

on the

clarity, coherence,

and lo

gical o

rder

using a teacher-

made rubric

Respond to the


giving specific

feedback

on the

clarity, coherence,

and lo

gical o

rder

using a class-m

ade

rubric

Respond to the


giving specific

feedback

on the

clarity, coherence,

logical o

rder,

elaboratio

n, and

support of ideas

using a class-m

ade

rubric

W.7.3.8

W.7.4.7

33

Arkansas D



Writin

g

Grades 3-5

Strand: Writin

g

Standard 10: Conve

ntio

ns


ntio

ns in

written work

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.10.3-5.11

Eva

luate writing

Eva

luate writing

using a writer’s

checklist or scoring

guides/rubrics to

match aspects of

writing with exa

mples

Eva

luate writing

using a writer’s


guides/rubrics and

give feedback during

peer editing with

teach

er assistance

Eva

luate writing

using a writer’s


guides/rubrics and

give feedback on the

most effective

features of a piece of

writing using criteria

generated by the

teach

er or class

Eva

luate written work

to determ

ine

progress in

writing

and work habits

and

exp

lain personal

changes ove

r tim

e

Eva

luate a peer’s

writing and self-

eva

luate writing

using a writer’s


guides/rubrics and

give feedback

W.7.4.8

W.7.3.9

W.7.5.7

W.7.3.10

W.7.5.8

34

Arkansas D



Writin

g

6-8

Writing


ss appropriately

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.7.6-8.1

Apply prewriting

strategies

Generate id

eas by

selectin

g and

applying appropriate

prewriting strategies

which shall include

observing through

the use of:

- visual a

ids

- copying notes

from the board

Generate id

eas by

selectin

g and



which shall include

observing through

use of:

- visual a

ids

- copy notes from

the board

- sim

ple words and

phrases

- reading/

learning logs

- interview

classm

ate and

take

notes

Generate id

eas by

selectin

g and



which shall include

observing through

use of:

- visual a

ids

- copy notes from

the board

- sim

ple words and

phrases

- reading/

learning logs

- interview

classm

ate and

take

notes

- write a brief

paragraph

Generate id

eas by

selectin

g and



which shall include

reading, discussing,

observing,

brainstorm

ing,

focused and

unfocuse

d free-

writing, and

reading/le

arning lo

gs

Generate id

eas by

selectin

g and



which shall include

reading, discussing,

observing,

brainstorm

ing,

focused and

unfocuse

d free-

writing, and

reading/le

arning lo

gs

W.4.6.1

W.4.7.1

W.4.8.1

ELPW.7.6-8.2

Organize ideas

using graphic

organizers

Participate with class

organizing id

eas by

using such graphic

organizers as

webbing, mapping

charts/graphs, Venn

diagrams, T-charts

with m

ain topics

Participate with class

organizing id

eas by

using such graphic

organizers as

webbing, mapping

charts/graphs, Venn

diagrams, T-charts

with m

ain topics

Organize ideas by

using such graphic

organizers as

webbing, mapping,

charts/graphs, and

form

al outlining with

main topics and sub-

topics

Organize ideas by

using such graphic

organizers as

webbing, mapping,

charts/graphs, and

form

al outlining with


topics

Organize ideas by

using such graphic

organizers as

webbing, mapping,

charts/graphs, and

form

al outlining with


topics

W.4.6.2

W.4.7.2

W.4.8.2

ELPW.7.6-8.3

Determ

ine purpose

and audience

for

writing.

Using illustrations

demonstrate an

awareness of

purpose and

audience

Using single words or

phrase

s,

demonstrate an

awareness of

purpose and

audience

.

Demonstrate an

awareness of

purpose and

audience

with

emphasis on

exp

ository and le

tter

writing.

Demonstrate an

awareness of

purpose and

audience

with

emphasis on

exp

ository and le

tter

writing.

Demonstrate an

awareness of

purpose and

audience

for all

modes of written

discourse

W.4.6.3

W.4.7.3

W.4.8.3

35

Arkansas D



Writin

g

6-8

Writing


ss appropriately

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.7.6-8.4

Use ava

ilable

technology

Use ava

ilable

technology to acce

ss

inform

atio

n

Use ava

ilable

technology to acce

ss

inform

atio

n

Use ava

ilable

technology to acce

ss

inform

atio

n and to

document interviews

in sim

ple phrases

and sentence

s

Use ava

ilable

technology to acce

ss

inform

atio

n and to

document interviews

Use ava

ilable

technology to acce

ss

inform

atio

n and to

document interviews

W.4.6.4

W.4.7.4

W.4.8.4

ELPW.7.6-8.5

Create a draft

Illustrate and use

graphic organizers

using key vo

cabulary

to conve

y central

idea

Illustrate and use

graphic organizers

using key vo

cabulary

to conve

y central

idea with teach

er

modeling, class

creates a draft for

exp

ository writing

with emphasis on

organizatio

n

Create a draft for

exp

ository writing

with emphasis on

organizatio

n by

sentence

organizatio

n,--

introductio

n, main

points and

conclusion.

Crate a draft for

exp

ository writing

with emphasis on

organizatio

n by

paragraphs --

introductio

n, main

points with some

elaboratio

n, and

conclusion—

Create a draft for

persuasive or

exp

ository writing

with emphasis on

organizatio

n by

paragraphs --

introductio

n, main

points with

elaboratio

n, and

conclusion—

W.4.6.5

W.4.7.5

W.4.8.5

W.4.6.6

W.4.7.6

36

Arkansas D



Writin

g

6-8

Writing


ss appropriately

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.7.6-8.6

Create an effective

lead

With

teach

er

modeling or as a

class, create an

introductory

paragraph by using

basic dialogue or a

desc

riptio

n of a

character or se

tting

or questio

ns

As a class, create an

introductory

paragraph by using

basic dialogues/

phrase

s, by using

dialogue, or a

desc

riptio

n of a

character or se

tting,

using quotes or

questions

Create a le

ad

paragraph by using

sim

ple phrases or

sentence

s using

dialogue or a

desc

riptio

n of a

character or se

tting

using quotes or

questions

Create an effective

lead paragraph by

using dialogue or a

desc

riptio

n of a

character or se

tting

by using quotes,

desc

riptio

n, or

questions with the

last sentence as a

thesis statement with

frequent errors

Create an effective

lead paragraph by

using dialogue or a

desc

riptio

n of a

character or se

tting

by using quotes, or

questions with the

last sentence as a

thesis statement

W.4.6.7

W.4.7.7

W.4.8.6

37

Arkansas D



Writin

g

6-8

Writing


ss appropriately

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.7.6-8.7

Revise

Revise, using

teach

er modeling or

as a class

, basic

content of text

related to basic

interpersonal skills

using key vo

cabulary

for central idea.

Revise, using

teach

er modeling or

as a class

, basic

content for text

related to basic

interpersonal skills

using single words

and phrase

s and key


style for central idea.

Revise, using

teach

er modeling,

checklist, and/or peer

collaboration

content/style for

using phrase

s and

sim

ple sentences for

- central Idea

- organization

- unity

- elaboratio

n (e.g.,

exp

lanation,

exa

mples,

desc

ription, etc.)

- clarity

Revise content/ style

for

- sentence

variety

- tone

- vo

ice for

- central Idea

- organization

- unity

- elaboratio

n (e.g.,

exp

lanation,

exa

mples,

desc

ription, etc.)

- clarity

with frequent

errors using peer

and/or teacher

collaboratio

n

Revise content/style

for

- central Idea

- organization

- unity

- elaboratio

n (e.g.,

exp

lanation,

exa

mples,

desc

ription, etc.)

- clarity

- sentence

variety

- tone

- vo

ice

- sentence

variety

- selected

vo

cabulary

- selected

inform

atio

n

using various

tools/m

ethods,

such as peer

and/or teacher

collaboratio

n, a

revision checklist,

rubric, and/or

reference

materials (e.g.,

dictionary,

thesaurus, etc.)

W.4.6.8

W.4.7.8

W.4.8.7

W.4.6.9

W.4.7.9

W.4.8.9

W.4.6.10

W.4.7.10

W.4.8.9

38

Arkansas D



Writin

g

6-8

Writing


ss appropriately

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.7.6-8.8

Edit to credit a

polished product

Edit with full group

and teach

er

modeling for

appropriate grade-

leve

l co

nve

ntio

ns,


features:

- sentence

form

ation

- completeness

- standard word

order

(subject/ve

rb)

- capitalization

- punctuatio

n

- spelling

Edit with full group

and teach

er

modeling for

appropriate grade-

leve

l co

nve

ntio

ns,


features:

- sentence

form

ation

- completeness

- standard word

order

(subject/ve

rb)

- capitalization

- punctuatio

n

- spelling

Edit in

dividually or in

groups for

appropriate grade-

leve

l co

nve

ntio

ns,


features:

- sentence

form

ation

- completeness

- exp

ansion

through basic

standard

coordination and

modifiers

(adjectives &

adve

rbs)

- embedding

through standard

subordinatio

n and

modifiers

- standard word

order

- usage

- standard

infle

ctio

ns

- agreement

- word m

eaning

- conve

ntio

ns

- mech

anics

- capitalization

- punctuatio

n

- form

atting

- spelling

Edit in

dividually or in

groups for

appropriate grade-

leve

l co

nve

ntio

ns,


features:

- sentence

form

ation

- completeness

- abse

nce

of fuse

d

sentences

- exp

ansion

through basic

standard

coordination and

modifiers

- embedding

through standard

subordinatio

n and

modifiers

- standard word

order

- usage

- standard

infle

ctio

ns

- agreement

- word m

eaning

- conve

ntio

ns

- mech

anics

- capitalization

- punctuatio

n

- form

atting

- spelling

Edit in

dividually or in

groups for

appropriate grade-

leve

l co

nve

ntio

ns,


features:

- sentence

form

ation

- completeness

- abse

nce

of fuse

d

sentences

- exp

ansion

through basic

standard

coordination and

modifiers

- embedding

through standard

subordinatio

n and

modifiers

- standard word

order

- usage

- standard

infle

ctio

ns

- agreement

- word m

eaning

- conve

ntio

ns

- mech

anics

- capitalization

- punctuatio

n

- form

atting

- spelling

W.4.6.11

W.4.7.11

W.4.8.10

39

Arkansas D



Writin

g

6-8

Writing


ss appropriately

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.7.6-8.9

Publish using

ava

ilable

technology

Use ava

ilable

technology for

sharing and/or

publicatio

n

Use ava

ilable

technology for

sharing and/or

publicatio

n

Use ava

ilable

technology for

sharing and/or

publicatio

n

Use ava

ilable

technology for

sharing and/or

publicatio

n

Use ava

ilable

technology for

sharing and/or

publicatio

n of a final

product or to

exp

eriment with

various form

ats

W.4.6.12

W.4.7.12

W.4.8.11

ELPW.7.6-8.10

Maintain a writing

portfolio

Maintain a writing

portfolio

that exh

ibits

growth in m

eetin

g

goals and

exp

ectations

Maintain a writing

portfolio

that exh

ibits

growth in m

eetin

g

goals and

exp

ectations

Maintain a writing

portfolio

that exh

ibits

growth in m

eetin

g

goals and

exp

ectations

Maintain a writing

portfolio

that exh

ibits

growth in m

eetin

g

goals and

exp

ectations

Maintain a writing

portfolio

that exh

ibits

growth in m

eetin

g

goals and

exp

ectations

W.4.6.13

W.4.7.13

W.4.8.12

Publishing

ELPW.7.6-8.11

Publish a final

piece

Publish/share

acco

rding to purpose

and audience

Publish/share

acco

rding to purpose

and audience

Publish/share

acco

rding to purpose

and audience

Publish/share

acco

rding to purpose

and audience

Publish/share

acco

rding to purpose

and audience

W.4.6.14

W.4.7.14

W.4.8.13

40

Arkansas D



Writin

g

6-8

Writing



s, topics


s

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.8.6-8.1

Write for va

rious

purposes

Inform

through

illustratio

ns and

sim

ple words a

narrative

, exp

ository,

or descriptive

piece

that addresses the

intended audience,

including class

poems follo

wing a

sim

ple form

at with

grade le

vel e

mphasis

Inform

through

illustratio

ns and

sim

ple words a

narrative

, exp

ository,

or descriptive

piece

that addresses the

intended audience,

including class

poems follo

wing a

sim

ple form

at with

grade le

vel e

mphasis

Inform

through

illustratio

ns, sim

ple

words, and phrases a

narrative

, exp

ository,

or descriptive

piece

that addresses the

intended audience,

including poems,

using a variety of

techniques &

devices, with grade

leve

l emphasis

Inform

through

sim

ple paragraphs

and phrase

s a

narrative

, exp

ository,

persuasive, or

desc

riptive piece that

addresses the

intended audience,

including poems,

using a variety of

techniques & device

, with grade le

vel

emphasis

Write to deve

lop

narrative

, exp

ository,

desc

riptive, and

persuasive pieces

that addresses the

intended audience,

including poems,

using a variety of

techniques &

devices, with grade

leve

l emphasis

W.5.6.1

W.5.7.1

W.5.8.1

W.5.6.2

W.5.7.2

W.5.8.2

W.5.6.3

W.5.7.3

W.5.8.3

W.5.6.4

W.5.7.4

W.5.8.4

41

Arkansas D



Writin

g

6-8

Writing



s, topics


s

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.8.6-8.2

Write research

papers

Research through

illustratio

ns.

Research through

illustratio

ns and

sim

ple phrases.

Write research

reports paraphrasing.

Write research

reports paraphrasing.

Write research

reports using a

variety of so

urces,

summarizing, and

paraphrasing.

W.5.6.5

W.5.7.5

W.5.8.5

ELPW.8.6-8.3

Write to address

multicultural

concepts

Illustrate to reflect

ideas/

interpretatio

ns of

multicultural and

universal themes on

concepts

Illustrate and write to

reflect ideas/

interpretatio

ns of

multicultural and

universal themes on

concepts

Illustrate and write to

reflect ideas/

interpretatio

ns of

multicultural and

universal themes on

concepts

Write to refle

ct ideas/

interpretatio

ns of

multicultural and

universal themes on

concepts

Write to refle

ct ideas/

interpretatio

ns of

multicultural and

universal themes on

concepts

W.5.6.6

W.5.7.6

W.5.8.6

Topics and Forms

ELPW.8.6-8.4

Write for a

sustained period of

time


words with a

graphically supported

prompt for a

sustained period of

time

Write words and

sim

ple sentences

with and without

prompts for a

sustained period of

time

Write with and

without prompts for a

sustained period of

time

Write on demand

with and without

prompts for a

sustained period of

time

Write on demand

with and without

prompts for a

sustained period of

time

W.5.6.7

W.5.7.7

W.5.8.7

W.5.6.9

W.5.7.9

W.5.8.9

42

Arkansas D



Writin

g

6-8

Writing



s, topics


s

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.8.6-8.5

Respond to

literature

Illustrate a response

to lite

rature

Using basic sentence

structures, illustrate a

response to literature

Write response

s to

literature that

demonstrate

understanding or

interpretatio

n

Write response

s to

literature that

demonstrate

understanding or

interpretatio

n

Write response

s to

literature that

demonstrate

understanding or

interpretatio

n

W.5.6.8

W.5.7.8

W.5.8.8

Topics and Forms

ELPW.8.6-8.6

Write across the

curriculum

Illustrate and/or write

across the curriculum

Write across the

curriculum using

sim

ple words and

phrase

s

Write across the

curriculum

Write across the

curriculum

Write across the

curriculum

W.5.6.10

43

Arkansas D



Writin

g

6-8

Writing

Standard 9: Conve

ntio


ntions in

written work

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.8.6-8.7

Use sim

ple and

compound

sentence

s

Illustrate sim

ple

sentence

s


sim

ple sentences

using pictographs

Use a variety of

sim

ple sentences

- declarative

- interrogative

- exclamatory

Use a variety of

sim

ple and

compound in

cluding

compound subjects

and predicate for

sentence

s of va

ried

lengths sentences

and style in

cluding

- declarative

- interrogative

- exclamatory

Use a variety of

sim

ple and

compound and

complex sentences

with compound

subject and predicate

of va

ried le

ngths and

style in

cluding

- declarative

- interrogative

- im

perative

- exclamatory

W.6.6.1

W.6.6.2

W.6.7.1

W.6.8.1

W.6.6.3

W.6.7.2

W.6.8.2

Sentence Formation

ELPW.8.6-8.8

Use inve

rted

sentence

s

N/A

N/A

Identify, m

anipulate

and create natural

and in

verted

sentence

s for

emphasis and variety

with teacher su

pport

Identify and create

natural and inve

rted

sentence

s for

emphasis and variety

In a group,

Define, identify and

create natural a

nd

inve

rted sentences

for emphasis and

variety.

W.6.6.4

W.6.7.3

W.6.8.3

.

44

Arkansas D



Writin

g

6-8

Writing

Standard 9: Conve

ntio


ntions in

written work

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.8.6-8.9

Identify and correct

fragments and run-

ons

N/A

N/A

Identify fragments

and run-ons


fragments and run-

ons


fragments and run-

ons; also comma

splices and fused

sentence

s depending

on grade le

vel

W.6.6.5

W.6.7.4

W.6.8.4

Sentence Formation

ELPW.8.6-8.10

Construct and

Identify effective

sentence

s

Identify effective

sentence

form

atio

n

with teacher su

pport

Construct and

analyze

effective

sentence

form

atio

n

with teacher su

pport,

Construct effective

sentence

and

analyze

effective

sentence

in groups

Construct analyze

effective sentence

with frequent errors

Use knowledge of

the parts of sp

eech

to construct and

analyze

effective

sentence

form

atio

n

W.6.6.6

W.6.7.5

W.6.8.5

45

Arkansas D



Writin

g

6-8

Writing

Standard 9: Conve

ntio


ntions in

written work

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

Usage

ELPW.9.6-8.1

Apply conve

ntions

of grammar

Apply basic

conve

ntio

ns of

grammar with

teach

er su

pport

Apply basic

conve

ntio

ns of

grammar with

teach

er su

pport or in

small group,

Apply conve

ntions of

basic grammar

with errors

Apply conve

ntions of

grammar with grade

leve

l emphasis with

some errors

Apply conve

ntions of

grammar with grade

leve

l emphasis

W.6.6.7

W.6.8.6

,

Spelling

ELPW.9.6-8.2

Apply correct

spelling

Identify correctly

spelled words with

teach

er su

pport,

Spell sim

ple high

frequency words

correctly with teacher

support,


and known sim

ple

words correctly


and known sim

ple

words correctly,

making errors with

unconve

ntional a

nd

irregular spellings

Spell words correctly

in all writing

W.6.6.8

W.6.7.7

W.6.8.7

W.6.6.9

Capitalization

ELPW.9.6-8.3

Use capita

lizatio

n

correctly

Apply conve

ntional

rules of basic

capita

lization in

writing with teach

er

support,

Apply conve

ntional

rules of basic

capita

lization in

writing with teach

er

support,

Apply conve

ntional


in writing

Apply conve

ntional


in writing

Apply conve

ntional


in writing

W.6.6.10

W.6.7.8

W.6.8.8

Punctuation

ELPW.9.6-8.4

Use conve

ntio

nal

rules of punctuatio

n

Apply conve

ntional

rules of punctuatio

n

in writing with

teach

er su

pport,

Apply conve

ntional

rules of punctuatio

n

in writing with grade

leve

l emphasis with

teach

er su

pport,

Apply conve

ntional

rules of punctuatio

n


leve

l emphasis while

making frequent

errors

Apply conve

ntional

rules of punctuatio

n


leve

l emphasis, edit

with peer

collaboration

Apply conve

ntional

rules of punctuatio

n


leve

l emphasis (i.e

.,

end and quotatio

n

marks, commas,

semi-colons, double

and single quotation

marks in

dialogue).

W.6.6.11

W.6.7.9

W.6.7.10

W.6.7.11

W.6.7.12

W.6.8.9

W.6.8.10

46

Arkansas D



Writin

g

6-8

Writing

Standard 10 C

raftsm

anship: Students shall deve

lop personal s

tyle and voice as they approach the craftsmansh

ip of writing.

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.10.6-8.1

Use figurative

language

N/A

N/A

Use sim

ple figurative

language with

frequent errors

Use figurative

language with grade

leve

l emphasis with

some errors

Use figurative

language

purposefully with

grade le

vel e

mphasis

(i.e., onomatopoeia,

personificatio

n,

alliteratio

n, etc.) to

shape and control

language to affect

readers

W.7.6.1

W.7.7.1

W.7.8.1

.

ELPW.10.6-8.2

Use a variety of

sentence

typ

es

Copy a variety of

sim

ple sentence

types with teacher

support

Copy and use a use

a variety of sim

ple

sentence

typ

es with

teach

er su

pport

Use a variety of

sentence

typ

es and

lengths with frequent

errors

Use a variety of

sentence

typ

es and

lengths with some

errors

Use a variety of

sentence

typ

es and

lengths

W.7.6.2

W.7.7.2

W.7.8.2

ELPW.10.6-8.3

Use repetitio

n for

effect

N/A

Use word repetition

for effect

Use word or

sentence

repetitio

n

for effect, with

teach

er su

pport

Use word or

sentence

repetitio

n

for effect

Use word or

sentence

repetitio

n

for effect

W.7.6.3

W.7.7.3

W.7.8.3

ELPW.10.6-8.4

Use transition

words/phrase

s

Copy transition

words

Copy transition

words

Use transition words/

phrase

s


phrase

s


phrase

s

W.7.6.4

W.7.7.4

W.7.8.4

ELPW.10.6-8.5

Use purpose

ful

vocabulary

Write key vo

cabulary

Write key vo

cabulary

Use purpose

ful

vocabulary for

deve

loping grade

leve

l appropriate

voice, with teach

er

support

Use vocabulary for

emphasis deve

loping

grade le

vel

appropriate style,

voice, or tone

Use purpose

ful

vocabulary for

deve

loping grade

leve

l appropriate

style, vo

ice, or tone

W.7.6.5

W.7.7.5

W.7.8.5

47

Arkansas D



Writin

g

6-8

Writing

Standard 10: Craftsmanship: Students shall deve

lop personal s


ip of writing.

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.10.6-8.6

Create a le

ad and

conclusion

N/A

Through illustratio

n

and single words,

create a le

ad and

conclusion

Create a le

ad and

conclusion using

sim

ple sentences

Create an effective

lead and conclusion

Create a strong le

ad

and conclusion

W.7.6.6

W.7.7.6

W.7.8.6

ELPW.10.6-8.7

Narrow the tim

e

focus of a piece

of

writing

Narrow the tim

e

focus of a piece

of

writing

Narrow the tim

e

focus of a piece

of

writing

Narrow the tim

e

focus of a piece

of

writing (e.g., sim

ple

past personal

exp

erience)

Narrow the tim

e

focus of a piece

of

writing

Narrow the tim

e

focus of a piece

of

writing (i.e.,

flash

back/tim

e

transitions)

W.7.6.7

W.7.7.7

W.7.8.7

.

ELPW.10.6-8.8

Use various writing

techniques

N/A

N/A

With

teach

er support,

identify effective

topic

sentence

placement

With

teach

er support,

create effective topic

sentence

placement

and sim

ple grade

leve

l emphasis

techniques

Vary the place

ment

of topic sentences,

and use grade leve

l emphasis techniques

effectively

W.7.7.8

W.7.7.9

W.7.7.10

W.7.8.7

W.7.8.7

W.7.8.9

ELPW.10.6-8.9

Use writer’s

checklist and/or

scoring

guide/rubrics

N/A

Use a checklist with

exp

licit support and

direction

Use teacher guided

checklist to im

prove

written work

Use writer’s checklist

or sco

ring

guides/rubrics to

improve

written work

Use writer’s checklist

or sco

ring

guides/rubrics to

improve

written work

W.7.6.8

W.7.7.11

W.7.8.10

ELPW.10.6-8.10

Self-eva

luate

writing

N/A

N/A

Self-eva

luate writing

using check

list or

scoring

guides/rubrics, with

teach

er and/or group

support

Self-eva

luate writing

using check

list or

scoring

guides/rubrics

Self-eva

luate writing

using check

list or

scoring

guides/rubrics

W.7.6.9

W.7.7.12

W.7.8.11

48

Arkansas D



Writin

g

9-12

Writing


ss appropriately

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

Prewriting

ELPW.7.9-12.1

Prewriting

Generate id

eas for

writing with full

group, (e.g., drawing,

key vo

cabulary

words)

Generate id

eas for

writing with full

group, (e.g., graphic

organizer)

Generate and

organize id

eas for

writing using sim

ple

sentence

s (e.g.,

graphic organizers)

Generate, gather,

and organize ideas

for writing with grade

leve

l emphasis to

address purpose and

audience

Generate, gather,

and organize ideas

for writing with grade

leve

l emphasis to

address purpose and

audience

(i.e

.,

desc

riptio

n,

exp

osition, or

persuasion)

W.4.9.1

W.4.9.2

W.4.10.1

W.4.11.1

W.4.12.1

Drafting

ELPW.7.9-12.2

Communicate

clearly using varied

sentence

s

Illustrate and copy

sim

ple sentences

Illustrate and copy

sim

ple sentences

Communicate clearly

the purpose of the

writing using sim

ple

sentence

s and

phrase

s

Communicate clearly

the purpose of the

writing using varied

sentence

s

Communicate clearly

the purpose of the

writing using varied

sentence

s

W.4.9.3

W.4.10.2

W.4.11.2

W.4.12.2

W.4.9.4

W.4.10.3

W.4.11.3

W.4.12.3

ELPW.7.9-12.3

Elaborate id

eas

N/A

Write sim

ple

sentence

s using key

words to elaborate

ideas

(e.g., adjective

s)

Elaborate id

eas

clearly and

accu

rately through

word choice, vivid

desc

riptio

n, and

selected inform

ation

with sim

ple

sentence

s and

desc

riptors (e.g.,

adve

rbs)

Elaborate id

eas

clearly and

accu

rately through

word choice, vivid

desc

riptio

n, and

selected inform

ation

using varied work

choices and

desc

riptio

ns

Elaborate id

eas

clearly and

accu

rately through

word choice, vivid

desc

riptio

n, and

selected inform

ation

W.4.9.5

W.4.10.4

W.4.11.4

W.4.12.4

ELPW.7.9-12.4

Adapt writing to

audience

, purpose,

and situation

Respond to ideas for

writing with specific

audience

and

purpose (e.g.,

drawing)

Respond to ideas for

writing with specific

audience

and

purpose (e.g.,

graphic organizer)

Generate and

organize id

eas for

writing of sim

ple

sentence

s with

specific audience

and purpose (e.g.,

graphic organizers)

Adapt content

vocabulary, vo

ice

and tone to

audience

, purpose,

and situation

Adapt content

vocabulary, vo

ice

and tone to

audience

, purpose,

and situation

W.4.9.6

W.4.10.5

W.4.11.5

W.4.12.5

49

Arkansas D



Writin

g

9-12

Writing


ss appropriately

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.7.9-12.5

Arrange

paragraphs

Arrange sim

ple

sentence

s in

to a

logical p

rogress

ion

using sentence strips

and storyboard

Arrange sim

ple

paragraphs into a

logical p

rogress

ion

using sentence strips

Arrange sim

ple

paragraphs into a

logical p

rogress

ion

using transition

words

Arrange paragraphs

into a logical

progression with

appropriate sim

ple

transition

Arrange paragraphs

into a logical

progression with

appropriate transition

W.4.9.7

W.4.10.6

W.4.11.6

W.4.12.6

Revising

ELPW.7.9-12.6

Revise writing

N/A

Revise writing with

teach

er or peer

support

Revise content of

writing for central

idea using various

tools/m

ethods (i.e.,

with teacher

collaboration, a

checklist, rubric,

and/or reference

materials

Revise content of

writing for central

idea, elaboratio

n,

unity, and

organizatio

n

- Revise style of

writing for selected

vocabulary, selected

inform

atio

n, sentence

variety, tone and

voice

Revise content of

writing for central

idea, elaboratio

n,

unity, and

organizatio

n

- Revise style of

writing for selected

vocabulary, selected

inform

atio

n, sentence

variety, tone and

voice

W.4.9.8

W.4.10.7

W.4.11.7

W.4.12.7

W.4.9.9

ELPW.7.9-12.7

Revise sentence

form

atio

n

N/A

Revise teacher

generated sentences

for completeness

, standard word order

Revise sentence for

completeness and


absence of fused

sentence

,

Revise sentence for

completeness and


absence of fused

sentence

,

Revise sentence

form

atio

n in writing

for completeness

, coordinatio

n,

subordination,

W.4.9.10

W.4.10.9

W.4.11.9

W.4.12.9

Editing

ELPW.7.9-12.8

Apply grammatica

l conve

ntio

ns

N/A

Edit sim

ple

sentence

s with

teach

er/peer support

Edit for sim

ple

mech

anical

conve

ntio

ns,

agreement, and word

meaning with

teach

er/peer

collaboration; edit for

capita

lization,

punctuatio

n,

form

atting, and

spelling

Edit for standard

inflectio

ns,

agreement, word

meaning, and

conve

ntio

ns and for

capita

lization,

punctuatio

n,

form

atting, and

spelling

Edit for standard

inflectio

ns,

agreement, word

meaning, and

conve

ntio

ns and for

capita

lization,

punctuatio

n,

form

atting, and

spelling

W.4.9.11

W.4.10.10

W.4.11.11.

W.4.12.11

W.4.9.12

W.4.10.11

W.4.11.12

W.4.12.12

50

Arkansas D



Writin

g

9-12

Writing


ss appropriately

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

Publishing

ELPW.7.9-12.9

Publish

Illustrate and publish

for intended

audience

s and

purposes

Illustrate and publish

for intended

audience

s and

purposes

Refine selected

piece

s to publish for

intended audiences

and purposes, with

teach

er su

pport

Refine selected

piece

s frequently to

publish for intended

audience

s and

purposes with peers

Refine selected

piece

s frequently to

publish for intended

audience

s and

purposes

W.4.9.13

W.4.10.12

W.4.11.13

W.4.12.13

ELPW.7.9-12.10

Maintain a writing

portfolio

Maintain a writing

portfolio

that exh

ibits

growth and reflection

in the progress

of

meetin

g goals and

exp

ectations

Maintain a writing

portfolio

that exh

ibits


in the progress

of

meetin

g goals and

exp

ectations

Maintain a writing

portfolio

that exh

ibits


in the progress

of

meetin

g goals and

exp

ectations

Maintain a writing

portfolio

that exh

ibits


in the progress

of

meetin

g goals and

exp

ectations

Maintain a writing

portfolio

that exh

ibits


in the progress

of

meetin

g goals and

exp

ectations

W.4.9.14

W.4.10.13

W.4.11.14

W.4.12.14

ELPW.7.9-12.11

Use ava

ilable

technology

Use ava

ilable

technology for all

aspects of the writing

process

Use ava

ilable

technology for all


process

Use ava

ilable

technology for all


process

Use ava

ilable

technology for all


process

Use ava

ilable

technology for all


process

W.4.9.15

W.4.10.14

W.4.11.15

W.4.12.15

51

Arkansas D



Writin

g

9-12

Writing



s, topics


s

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

Publishing

ELPW.8.9-12.1

Modify writing for

purposes and

audience

s

N/A

N/A

Adjust leve

ls of

form

ality for different

audience

s, with

teach

er su

pport

Adjust leve

ls of

form

ality and style for

different audience

s

with grade le

vel

emphasis

- use effective

rhetorical techniques

of purpose

, sp

eaker,

audience

, and form

when completin

g

exp

ressive,

persuasive, or literary

writing

- use elements of

discourse effective

ly

when completin

g

narrative

, exp

ository,

persuasive, or

desc

riptive writing

Adjust leve

ls of

form

ality, style and

tone for different

audience

s with grade

leve

l emphasis

- use effective

rhetorical techniques

of purpose

, sp

eaker,

audience

, and form

when completin

g

exp

ressive,

persuasive, or literary

writing

- use elements of

discourse effective

ly

when completin

g

narrative

, exp

ository,

persuasive, or

desc

riptive writing

W.5.9.1

W.5.10.1

W.5.11.1

W.5.12.1

52

Arkansas D



Writin

g

9-12

Writing



s, topics


s

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

Topics and Forms

ELPW.8.9-12.2

Write a variety of

topics and form

s


basic

autobiographical

inform

atio

n using a

template or

storyboard

Write basic

autobiographical

inform

atio

n with

prompts using a

graphic organizer

Write a sim

ple

biography,

autobiography, or

short story

Write biographies,

autobiographies and

short stories with

grade le

vel e

mphasis

- Write exp

ository

compositions,

including analytic

al

essa

ys and research

reports with grade

leve

l emphasis

Write biographies,

autobiographies, and

short stories with

grade le

vel e

mphasis

- Write exp

ository

compositions,

including analytic

al

essa

ys and research

reports with grade

leve

l emphasis

W.5.9.2

W.5.10.2

W.5.9.3

W.5.10.3

W.5.11.2

W.5.12.2

ELPW.8.9-12.3

Write using

rhetorical strategies

N/A

N/A

N/A

Use rhetorical

strategies with grade

leve

l emphasis with

teach

er su

pport

Write using rhetorical

strategies with grade

leve

l emphasis

W.5.9.4

W.5.10.4

W.5.11.3

W.5.12.3

ELPW.8.9-12.4

Write le

tters

Copy and practic

e a

variety of letter form

s

Copy and practic

e a

variety of letter form

s

Write a variety of

letters using sim

ple

form

and voca

bulary

with grade le

vel

emphasis

Write a variety of

letters with grade

leve

l emphasis

Write a variety of

letters with grade

leve

l emphasis

W.5.9.5

W.5.10.5

W.5.12.5

W.5.11.5

53

Arkansas D



Writin

g

ELPW.8.9-12.5

Write poems

Illustrate a poem

Illustrate a poem

Write a sim

ple poem

Write a sim

ple grade

leve

l emphasis poem

Write poems using a

range of poetic

techniques, form

s,

and figurative

language, with grade

leve

l emphasis

W.5.9.6

W.5.10.6

W.5.11.6

W.5.12.6

54

Arkansas D



Writin

g

9-12

Writing



s, topics


s

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.8.9-12.6

Write response

s to

literature

Illustrate a m

ain idea

response to the

literature

Illustrate a m

ain idea

response to the

literature

Illustrate on demand

to a specific prompt

within a given tim

e

frame using sim

ple

sentence

s and

phrase

s



within a given tim

e

frame 2 or more m

ain

ideas with evidence

from text

Write response

s to

literature that

- articulate the

significant ideas of

literary works

- support im

portant

ideas with evidence

from text and other

grade le

vel e

mphasis

W.5.9.7

W.5.10.7

W.5.11.7

W.5.12.7

ELPW.8.9-12.7

Write on demand to

a specified prompt

within a given tim

e

frame



within a given tim

e

frame



within a given tim

e

frame providing

some known words

Write on demand to a

specified prompt

within a given tim

e

frame given a word

bank


specified prompt

within a given tim

e

frame


specified prompt

within a given tim

e

frame

W.5.9.8

W.5.10.8

W.5.11.8

W.5.12.8.


ELPW.8.9-12.8

Write across the

curriculum




with teacher su

pport

and guidance




with teacher and

peer support and

guidance

Write across the

curriculum

Write across the

curriculum

Write across the

curriculum

W.5.9.9

W.5.10.9

W.5.11.9

W.5.12.9

Sentence Formation

ELPW.8.9-12.9

Use knowledge of a

variety of

sentence

s for effect

Copy and illustrate

effective sentences

As a class with

teach

er su

pport

create effective

sentence

s using

grade le

vel e

mphasis

Use parallel s

tructure

with teacher su

pport

and grade le

vel

emphasis

Use knowledge of

types of clause

s and

verbals for effective

writing with grade

leve

l emphasis

Use a variety of

sentence

structures,

types, and le

ngths for

effect in writing

With

grade le

vel

emphasis

W.6.9.1

W.6.9.2

W.6.9.3

W.6.10.1

W.6.11.1

W.6.12.1

55

Arkansas D



Writin

g

9-12

Writing



s, topics


s

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

Usage

ELPW.8.9-12.10

Apply usa

ge rules

Apply rules for

subject/ve

rb

agreement using

basic in

form

atio

n

Apply rules for

subject/ve

rb

agreement with

direct/indirect objects

using basic

inform

atio

n

Apply rules for

subject/ve

rb,

direct/indirect

objects. And pronoun

case

writing from

known vocabulary

(with errors)

Apply rules for the

parts of a sentence,

including

subject/ve

rb,

direct/indirect object,

predicate

nominative

/predicate

adjective

, objective

complement, and

pronoun case (with

frequent errors)

Apply rules for the

parts of a sentence,

including

subject/ve

rb,

direct/indirect object,

predicate

nominative

/predicate

adjective

, objective

complement, and

pronoun case

W.6.9.4

W.6.10.2

W.6.11.2

W.6.12.2

W.6.9.5

W.6.9.6

W.6.9.7

W.6.10.3

Spelling

ELPW.8.9-12.11

Use correct spelling

N/A

Use knowledge of

phonemes/ phonics

to spell lim

ited

vocabulary

Use conve

ntio

nal

spelling rules for

given sight words

and use phonemic

knowledge to spell

unknown words

Begins to apply

conve

ntio

nal sp

elling

to all pieces with

errors

Apply conve

ntional

spelling to all pieces

with some errors

W.6.9.8

W.6.10.4

W.6.11.3

W.6.12.3

Capitalization

ELPW.8.9-12.12

Use correct

capita

lization

Practic

e

capita

lization of

proper nouns and

beginning sentences

Practic

e

capita

lization of

proper nouns,

beginning sentences

and titles (Mr., Dr.)

Begin to apply and

practic

e conve

ntional


(e.g.writing to nouns,

sentence

s, title

s)

Apply conve

ntional


in writing with errors

Apply conve

ntional


in writing with some

errors

W.6.9.9

W.6.10.5

W.6.11.4

W.6.12.4

56

Arkansas D



Writin

g

9-12

Writing

Standard 9: Conve

ntio


ntions in

written work

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.9.9-12.1

Apply punctuation

rules

Copy sentence

s with

correct use of

punctuatio

n m

arks

Practic

e using sim

ple

punctuatio

n correctly

Use sim

ple

punctuatio

n

Use punctuatio

n

correctly and

recognize its effect

on sentence

structure

Use punctuatio

n

correctly and

recognize its effect

on sentence

structure

W.6.9.10

W.6.9.11

W.6.9.12

W.6.10.6

W.6.11.5

W.6.12.5

57

Arkansas D



Writin

g

9-12

Writing


lop personal s


ip of writing.

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.10.9-12.1

Use figurative

language

N/A

N/A

Use figurative

language with

teach

er su

pport

Use figurative

language effective

ly

with grade le

vel

emphasis and

frequent errors

Use figurative

language effective

ly

with grade le

vel

emphasis

W.7.9.1

W.7.10.1

W.7.11.1

W.7.12.1

ELPW.10.9-12.2

Use a variety of

sentence

structures

N/A

N/A

Deve

lop a variety of

sentence

structures

with teacher su

pport

Use a variety of

sentence

structures,

types, and le

ngths to

contribute to fluency

and in

terest with

frequent errors

Use a variety of

sentence

structures,

types, and le

ngths to

contribute to fluency

and in

terest

W.7.9.2

W.7.10.2

W.7.11.2

W.7.12.2

ELPW.10.9-12.3

Use elements of

discourse

N/A

N/A

Identify elements of

discourse with grade

leve

l emphasis with

teach

er su

pport

Use such elements

of disco

urse with

grade le

vel e

mphasis

Use such elements

of disco

urse with

grade le

vel e

mphasis

W.7.9.3

W.7.10.3

W.7.11.3

W.7.12.3

Purposefully shaping and controlling language

ELPW.10.9-12.4

Demonstrate

organizatio

n, unity,

and coherence

Demonstrate

organizatio

n, unity

and coherence

through illustratio

n

Demonstrate sim

ple

sentence

organizatio

n, unity

and coherence

through illustratio

n

Demonstrate

organizatio

n, unity

and coherence

with

sim

ple and complex

sentence

s with

emphasis on grade

leve

l

Demonstrate

organizatio

n, unity

and coherence

with

paragraphs with

emphasis on grade

leve

l emphasis

Demonstrate

organizatio

n, unity,

and coherence

with

grade le

vel e

mphasis

W.7.9.4

W.7.10.4

W.7.11.4

W.7.12.4

ELPW.10.9-12.5

Use extension and

elaboratio

n

N/A

N/A

Identify extension

and elaboratio

n to

deve

lop an id

ea, with

teach

er su

pport

Use extension and

elaboratio

n to

deve

lop an id

ea

Use extension and

elaboratio

n to

deve

lop an id

ea with

grade le

vel e

mphasis

W.7.9.5

W.7.10.5

W.7.11.5

W.7.12.5

ELPW.10.9-12.6

Use concrete

inform

atio

n within

writing

N/A

N/A

Identify concrete

inform

atio

n, with

teach

er su

pport

Use concrete

inform

atio

n for

elaboratio

n

Use concrete

inform

atio

n for

elaboratio

n or

balance with grade

leve

l emphasis

W.7.9.6

W.7.10.6

W.7.11.6

W.7.12.6

58

Arkansas D



Writin

g

9-12

Writing


lop personal s


ip of writing.

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.10.9-12.7

Use precise

vocabulary

N/A

N/A

Identify word choices

that conve

y specific

meaning, with

teach

er su

pport

Use word choices

that conve

y specific

meaning

Use precise word

choices that co

nve

y specific m

eaning

W.7.9.7

W.7.10.7

W.7.11.7

W.7.12.7

ELPW.10.9-12.8

Conve

y vo

ice in

writing

N/A

N/A

Personalize writing to

conve

y vo

ice as a

group, with teach

er

support


conve

y vo

ice, with

teach

er su

pport


conve

y vo

ice in

form

al and inform

al

piece

s

W.7.9.8

W.7.10.8

W.7.11.8

W.7.12.8

ELPW.10.9-12.9

Eva

luate writing for

best features

N/A

N/A

Eva

luate writing for

best features of the

piece

with teacher

support

Eva

luate own writing

to determ

ine the best


writing

Eva

luate own writing

to determ

ine the best


writing

W.7.9.9

W.7.10.9

W.7.11.10

ELPW.10.9-12.10

Critique writing for

consistency of style

N/A

N/A

Critique peer writing

for consistency of

style as a group with

teach

er su

pport

Critique peer writing

for consistency of

style, with teacher

support

Critique profess

ional

and peer writing for

consistency of style

W.7.12.11

ELPW.10.9-12.11

Use lite

rary elements

for specific

rhetorical

purposes

N/A

N/A

Identify literary

elements for specific

rhetorical purpose

s

with teacher su

pport

Use lite

rary elements

for specific

rhetorical

purposes with

teach

er su

pport

Use point of view,

style,

characteriza

tion, and

related elements for

specific rhetorical

(communication) and

aesthetic

(artistic

) purposes

W.7.11.9

W.7.12.9

59

Arkansas D



Writin

g

9-12

Writing


lop personal s


ip of writing.

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

ELA

Exp

ectatio

n

ELPW.10.9-12.12

Structure writing with

rigor and releva

ncy

N/A

N/A

Identify ideas and

arguments for a

persuasive writing

and find exa

mples

with teacher su

pport

Structure ideas and

arguments for a

persuasive writing

and support them

with precise and

releva

nt exa

mples

with teacher su

pport

Structure ideas and

arguments in a

sustained and

persuasive way and

support them with

precise and releva

nt

exa

mples

W.7.12.10

English Language Proficiency

Framework Connections

for

Mathematics

Grades K-8

Spring 2006

1

Arkansas D



Connectio

ns to M

athematic

s K-8

Mathematics

Curriculum Framework

Strands

1. Number and O

perations

1. Number Sense

Students shall understand numbers, ways of representin

g numbers, relatio

nships among numbers and number sys

tems.

2. Properties of Number

O

perations

Students shall understand m

eanings of operatio

ns and how they relate to one another.

3. Numerical O

peratio

ns

and Estim

atio

n

Students shall co

mpute fluently and m

ake reasonable estim

ates.

2. Algebra

4. Patterns, Relatio

ns

and Functions

Students shall recognize, describe and deve

lop patterns, relations and functio

ns.

5. Algebraic

R

eprese

ntations

Students shall represe

nt and analyze

mathematic

al s

ituatio

ns and structures using algebraic sym

bols.

6. Algebraic M

odels

Students shall deve

lop and apply m

athematic

al m

odels to represent and understand quantitative

relatio

nsh

ips.

7. Analysis of Change

Students shall analyze

change in various contexts.

3. G

eometry

8. Geometric Properties

Students shall analyze

characteristics and properties of 2 and 3 dim

ensional geometric shapes and deve

lop m

athematic

al

arguments about geometric relationships.

9. Transform

ation of

Shapes

Students shall apply transform

ations and the use of sym

metry to analyze

mathematical s

ituations.

10. Coordinate G

eometry

Students shall sp

ecify locatio

ns and describe spatial relationships using coordinate geometry and other represe

ntatio

nal

sys

tems.

11. Visualizatio

n and

G

eometric M

odels

Students shall use visualization, spatial reasoning and geometric m

odeling.

4. Measurement

12. Physical Attributes

Students shall use attributes of measurement to describe and compare m

athematic

al and real-world objects.

13. Sys

tems of

Measurement

Students shall identify and use

units

, sys

tems and proce

sses of measu

rement.

5. Data Analysis and Probability

14. Data R

epresentatio

n

Students shall form

ulate questio

ns that can be address

ed with

data and colle

ct, organize and display releva

nt data to

answer them.

15. Data Analysis

Students shall se

lect and use appropriate statis

tical m

ethods to analyze

data.

16. Inferences and

Predictions

Students shall deve

lop and eva

luate inferences and predictions that are based on data.

17. Probability

Students shall understand and apply basic concepts of probability.

*Each grade le

vel c

ontin

ues to address earlier Student Learner Exp

ectations as needed and as they apply to m

ore difficult text

2

Arkansas D



Connectio

ns to M

athematic

s K-8

Grades K-2

1. Number and O

perations

Students shall use the Language of Number and O

peratio

ns to deve

lop m

athematica

l knowledge of Number Sense, Properties of Number Operatio

ns, and

Numerical O

peratio

ns and Estim

atio

n

• Students shall understand numbers, ways

of representin

g numbers, relatio


tems.

• Students shall understand m

eanings of operatio


• Students shall co



ates.

Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPNO.1.K-2.1

Use efficient

strategies to count a

given set of objects

Use sim

ple strategies

to count a set of

objects up to 10

Use sim

ple strategies

to count a set of

objects up to 20

Use efficient


set of objects up to 50

Use efficient



Use efficient



NO.1.K.1

NO.1.1.1

NO.1.2.1

ELPNO.1.K-2.2

Connect various

phys

ical m

odels and

represe

ntations to

the quantities they

represe

nt using

number names,

numerals and

number words with

and without

appropriate

technology

Illustrate and label

whole numbers using

phys

ical m

odels to

connect to the

number names,

numerals and words

up to 10 through

composition and

decomposition


whole numbers using

phys

ical m

odels to

connect to the

number names,

numerals and words

up to 20

through composition

and decomposition


whole numbers using

phys

ical m

odels to

connect to the

number names,

numerals and words

up to 50

through composition

and decomposition


whole numbers using

phys

ical m

odels to

connect to the

number names,

numerals and words

up to 50

through composition

and decomposition


whole numbers using

phys

ical m

odels to

connect to the

number names,

numerals and words

up to 50

through composition

and decomposition

NO.1.K.3

NO.1.1.3

NO.1.2.3

ELPNO.1.K-2.3

Demonstrate various

meaning of addition

and subtractio

n

using composing

and decomposition

Illustrate oral math

statements of addition

and subtractio

n using

manipulative

s

Illustrate addition and

subtractio

n

operatio

ns from oral

directions using

manipulative

s or

drawings


stories in

volving

operatio

ns of addition

and subtractio

n by

using m

anipulative

s,

drawing pictures or

making tallies


stories in

volving

addition and

subtractio

n


stories in

volving

addition and

subtractio

n

NO.2.K.2

NO.2.1.4

NO.2.2.5

3

Arkansas D



Connectio

ns to M

athematic

s K-8

Grades K-2

1. Number and O

perations


peratio

ns to deve

lop m

athematica


ns, and

Numerical O

peratio

ns and Estim

atio

n


of representin

g numbers, relatio


tems.


eanings of operatio





ates.

Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPM.N

O.1.K-2.4

Represent fractio

ns

using words,

numerals, and

phys

ical m

odels

Represent commonly

used fractions such

as halves, thirds and

fourths in relation to

the whole using

phys

ical m

odels and

drawings

Represent commonly

used fractions such



the whole using

phys

ical m

odels,

drawings, and

numerals

Represent commonly

used fractions such



the whole using

phys

ical m

odels,

drawings, numerals

and words

Represent commonly

used fractions such



the whole

Represent commonly

used fractions such

as halves, thirds,

fourths, sixths, and

eighths, as grade

appropriate, in

relatio

n to the whole

NO.1.K.11

NO.1.1.12

NO.1.2.9

ELPM.N

O.1.K-2.5

Solve problems

using a variety of

methods and tools

(e.g., objects, mental

computatio

n, paper

and pencil) with and

without appropriate

technology

Solve problems by

matching the

vocabulary to

sym

bols, fig

ures, or

drawings

Solve problems by

matching the

vocabulary to

sym

bols, fig

ures, or

drawings

Solve problems using

a variety of methods

to identify esse

ntia

l vo

cabulary



to identify esse

ntia

l vo

cabulary including

place

value



to identify esse

ntia

l vo

cabulary including

place

value

NO.3.K.3

NO.3.1.3

NO.3.2.4

Vocabulary: estim

ate, ordinal n

umbers, commutative property, associative

property, id

entity, number lin

e, sum, add, addend, difference

, subtract, subtrahend,

minuend, odd, eve

n, compatib

le number, compensatory numbers, multiples of ten, ones, tens, hundreds, thousands, fractio

ns

4

Arkansas D



Connectio

ns to M

athematic

s K-8

Grades K-2

2. Algebra

Students shall use the Language of Algebra to deve

lop m

athematic

al kn

owledge of Patterns, Relations and Functions, Algebraic R

eprese

ntations, Algebraic

Models, and Analysis of Change

• Students shall recognize, describe and deve


ns.

• Students shall represe

nt and analyze

mathematic

al situ

atio


bols.

• Students shall deve

lop and apply m

athematic

al m


relatio

nsh

ips.

• Students shall analyze


Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPM.A.2.K-2.1

Sort, class

ify, and

label objects by

different attributes in

more than one way

Sort, class

ify, and

label objects from

oral s

tatements and

illustratio

ns

Sort, class

ify, and

label objects from

oral s

tatements and

illustratio

ns

Sort, class

ify, and

label objects from

oral s

tatements and

illustratio

ns

Sort, class

ify, and

label objects from

oral s

tatements and

illustratio

ns

Sort, class

ify, and

label objects from

oral s

tatements and

illustratio

ns

A.4.K.2

A.4.1.1

A.4.2.1

ELPM.A.2.K-2.2

Identify and desc

ribe

patterns

Identify patterns

using oral

desc

riptio

ns or

drawings

Identify patterns

using oral

desc

riptio

ns

Describe patterns

orally

Describe patterns

orally

Describe patterns

orally

A.4.K.3,

A.4.K.6

A.4.1.2,

A.4.1.6

A.4.2.2,

A.4.2.6

ELPM.A.2K-2.3

Exp

ress

mathematica

l relatio

nsh

ips using

equalities and

inequalities (>, <, =,

≠)

Identify, create,

compare and

desc

ribe sets of

objects as m

ore, less

or equal using

models

Identify, create,

compare and

desc

ribe sets of

objects as m

ore, less

or equal using

models

Identify, create,

compare and

desc

ribe sets of

objects as m

ore, less

or equal

Exp

ress

mathematica

l relatio

nsh

ips using

equalities and


≠)

Exp

ress

mathematica

l relatio

nsh

ips using

equalities and


≠)

A.5.K.2

A.5.1.2

A.5.2.2

ELPM.A.2.K-2.4

Use a chart or table

to organize

inform

atio

n and to

understand

relatio

nsh

ips


to organize lists of

numbers and pictures

to m

atch




to m

atch




to m

atch




to m

atch




to m

atch

A.6.1.1

A.6.2.1

5

Arkansas D



Connectio

ns to M

athematic

s K-8

Grade K-2

2. Algebra


lop m

athematic

al kn


eprese

ntations, Algebraic




ns.


nt and analyze

mathematic

al situ

atio


bols.


lop and apply m

athematic

al m


relatio

nsh

ips.



Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPM.A.2.K-2.5

Recognize, Interpret

and compare

qualitative

and

quantitative change

Recognize and chart

changes such as how

temperature changes

with the seaso

ns,

changes in

height/weight as you

get older, etc. with

teach

er assistance

Recognize and chart

changes using

various data sources

w8th assistance

Compare data from

authentic

data

sources using charts

and tables

Compare data from

authentic

data


and tables

Compare data from

authentic

data


and tables

A.7.K.1

A.7.2.1

Vocabulary: attributes, sk

ip counting, whole number, one-digit, two-digit, equatio

n (i.e., 5 + � = 8), number se

ntence

, quantitative change, data, chart, table,

6

Arkansas D



Connectio

ns to M

athematic

s K-8

Grades K-2

3. Geometry

Students shall use the Language of Geometry to deve

lop m

athematic

al k

nowledge of Geometric Properties, Transform

atio

n of

Shapes, Coordinate G

eometry, and Visualization and

G

eometric M

odels.



ensional geometric shapes and develop m

athematic

al a

rguments about geometric

relatio

nsh

ips.

• Students shall apply transform


metry to analyze

mathematical s

ituations

• Students shall sp

ecify locatio


ntatio

nal sys

tems.

• Students shall use visualization, spatial reasoning and geometric m

odeling.

Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPM.G

.3.K-2.1

Identify, name, sort

and desc

ribe two-

and three-

dim

ensional fig

ures

Sort and m

atch by

pointin

g 1-, 2-, 3-D

geometric figures

Draw a picture of a 1-

, 2-, 3-D

geometric

figure

Group by dim

ensions

State sim

ple

difference

s in

1-, 2-,

3-dim

ensional orally

or written

Communicate

effectively about 1-,

2-, 3-dim

ension

G.8.2.1

G.8.1.1

G.8.K.1

G.8.1.2

G.8.K.2

G.8.1.3

G.8.K.3

G.8.2.2

G.8.1.1

G.8.2.3

G.8.1.2

ELPM.G

.3.K-2.2

Use lines of

sym

metry to

demonstrate and

desc

ribe congruent

figures within a two-

dim

ensional fig

ure

Fold a paper object to

show line sym

metry

Draw line of

sym

metry give a

figure

Verbally identify line

sym

metry in sim

ple

language

Create a 2-D

figure

and show line of

sym

metry

Use line sym

metry to

demonstrate and

desc

ribe congruent

figures

G.9.2.1

ELPM.G

.3.K-2.3

Demonstrate the

motio

n of a single

transform

ation

Exp

lore slides, flips,

and turns

Point to identify

slides, flips, and turns

Manipulate 2-D

figures through the

use of slides, flips,

and turns with guided

help

Demonstrate a single

transform

ation given

oral directions

Communicate

effectively the

difference

s between

flips, slides and turns

G.9.2.2

7

Arkansas D



Connectio

ns to M

athematic

s K-8

Grades K-2

3. Geometry


lop m

athematic

al k


atio

n of


eometry, and . Visualizatio

n and G

eometric M

odels



ensional geometric shapes and develop m

athematic

al a

rguments about geometric

relatio

nsh

ips.



metry to analyze

mathematical s

ituations


ecify locatio


ntatio

nal sys

tems.


odeling.

Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPM.G

.3.K-2.4

Specify loca

tions,

and desc

ribe spatia

l relatio

nsh

ips

Demonstrate with a

object the relative

positional words

Orally identify, given

a picture, positional

words

Use m

ultiple

directional words in

a

sim

ple social and

academic settings

Extend the use

of

location words to

include near, far, le

ft,

and right

Extend the use

of

directional words to

rows and columns

G.10.2.1

G.10.1.1

G.10.K.1

ELPM.G

.3.K-2.5

Use visualizatio

n,

spatia

l reaso

ning,

and geometric

modeling

Arrange phys

ical

materials as an

ove

rlay to a 2-D

Replicate a given

model

Replicate a m

odel

being shown the

model for a short

period of tim

e; after a

few m

inutes the

model is briefly

reviewed for

corrective

feedback

Replicate a given

model and discuss

the m

odel in sim

ple

language

Replicate a sim

ple

geometric design

from a sim

ple brief

desc

riptio

n or briefly

display exa

mple.

G.11.1.2

G.11.2.2

Vocabulary: Sphere, cube, cone, cylinder, rectangular prism, triangle, rectangle, square, circle, line of sym

metry, congruent, transform

atio

n, polygon, flips, slides,

turns, ove

r, under, in

side, between, above

, below, on top of, upside-down, behind, in back

, in front of, near, far, close

, left, right, rows, columns, one-dim

ensional,

two-dim

ensional, three-dim

ensional

8

Arkansas D



Connectio

ns to M

athematic

s K-8

Grades K-2

4. Measurement

Students shall use the Language of Measurement to deve

lop m

athematica

l knowledge of Phys

ical Attributes and Sys

tems of Measurement

• Students shall use attributes of measurement to describe and compare m

athematic


• Students shall identify and use

units

, sys

tems and proce

sses of measu

rement.

Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPM.4.K-2.1

Demonstrate

understanding of

units

of tim

e and the

calendar

Point to the unit of

time using a calendar,

given a verbal

directive (month, day,

week, ye

ar)

Sort vocabulary cards

or pictures related to

time and the calendar

Demonstrate an

understanding of

tomorrow, ye

sterday,

today, next week,

next m

onth, etc.

List units

of tim

e used

on a calendar (days

-Monday, Tuesday,

etc. and m

onths-

January, February,

etc)

Infer that a calendar

is used to m

easure

elapsed tim

e, units

of

time, and comparing

units

of tim

e

M.12.K.1

M.12.1.1

M.12.2.1

M.13.K.1

M.13.1.1

M.13.2.1

ELPM.4.K-2.2

Demonstrate

understanding of

units

of tim

e and the

clock

Point to the tool that

would m

easure tim

e

(e.g., from a group of

objects, calendars,

ruler, clock,

therm

ometer)

Match correct tim

e

represe

ntations

(analog and digita

l) at

the appropriate age

leve

l

Tell how long it will

take to do a task

using m

ultiple units

(e.g., how m

any

seco

nds? how m

any

minutes?

How m

any

weeks or months?)

Model time with a

clock given verbal

directions at the

appropriate grade

leve

l

Tell time to the

nearest hour, nearest

½ hour, nearest 5

minutes using analog

and digita

l clock at

the appropriate grade

leve

l

M.12.K.3

M.12.1.3

M.12.2.2

M.13.K.2

M.13.1.2

M.13.2.2

ELPM.4.K-2.3

Demonstrate

understanding of

money concepts

Point to identify a

penny, nickel, dim

e

and quarter and $1

bill.

Display the correct

coin when given a

verbal prompt

Give name and value

of all co

ins and $1.

Compare values of

two given coins

State and compare

the value of all coins

M.12.K.4

M.12.2.3

M.12.1.4

M.12.1.5

M.12.1.6

M.12.2.4

M.12.K.5

9

Arkansas D



Connectio

ns to M

athematic

s K-8

Grades K-2

4. Measurement


lop m

athematica

l knowledge of Phys


tems of Measurement


athematic



units

, sys

tems and proce

sses of measu

rement.

Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPM.4.K-2.4

Demonstrate an

understanding of

temperature

Point to the correct

instrument to

measure temperature

Indicate hot or co

ld,

given a picture

Distinguish between

hot and cold given

two temperatures

Read temperature on

a Fahrenheit scale in

intervals of 10

Compare

temperatures on a

Fahrenheit sc

ale

M.12.K.6

M.12.1.7

M.12.2.5

M.12.2.9

ELPM.4.K-2.5

Select appropriate

measurement tools

and attributes

Identify longer,

shorter, bigger,

smalle

r using m

odels

Circle the correct

attribute

measurement (length,

weight using related

term

s

Recognize

appropriate tools

used to m

easure

each attribute

Model the attributes

of length, weight, and

capacity given the

tools of measurement

Make sim

ple

comparisons within

units

of like

dim

ensions ( le

ngth ,

weight and capacity)

M.12.K.7

M.13.1.7

M.13.2.10

M.13.K.4

M.12.1.8

M.12.2.6

Vocabulary: days

of week(M

onday, Tuesday, …

), D

ays

of Month (January, February, …

), Seasons (Spring, Summer, Fall, W

inter), penny, nickel, dim

e, quarter,

mass

, longer, shorter, bigger, smalle

r, m

ore, less

, heavier, lighter, in

ch, foot, pound, ounce

, pint, cup, hot, cold, balance scale, ruler, therm

ometer, cup

10

Arkansas D



Connectio

ns to M

athematics K-8

Grade K-2


Students shall use the Language of Data Analysis and Probability to deve

lop m

athematica

l knowledge of Data R

epresentation, Data Analysis, Inference

s and

Predictions, and Probability.

• Students shall form

ulate questio


ed with

data and collect, organize and display releva

nt data to answ

er them.

• Students shall se


tical m

ethods to analyze

data.


lop and eva


• Students shall understand and apply basic concepts of probability.

Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPDAP.5.K-2.1

Identify the purpose

for data collectio

n

and collect, organize,

record and display

the data using

phys

ical m

aterials

Exp

lore data

collectio

n by

collectin

g, displaying

and organizing

phys

ical objects

Sort data and

organize and display

phys

ical objects

Organize and

desc

ribe data using

sim

ple phrases

Collect, organize and

desc

ribe data

Collect, organize,

record and display

the data using

phys

ical m

aterials

using grade

appropriate m

aterials

DAP.14.K.1

DAP.14.1.1

DAP.14.2.1

ELPDAP.5.K-2.2

Analyze

and m

ake

predictions from data

represe

nted in charts

and graphs


for data collectio

n

with peer or teacher

assistance


for data collectio

n

with peer or teacher

assistance


for data collectio

n


for data collectio

n


for data collectio

n

and m

ake

a sim

ple

true statement

comparing the data

DAP.15.K.1

DAP.15.1.1

DAP.15.1.2

DAP.15.2.1

DAP.15.2.2

DAP.16.1.1

DAP.16.2.1

ELPDAP.5.K-2.3

Describe the

probability of an

eve

nt as being m

ore,

less

, and equally

likely to occu

r

Describe the

probability of an

eve

nt occ

urring using

nonve

rbal responses

Describe the

probability of an

eve

nt occ

urring using

verbal response

Describe the

probability of an

eve

nt occ

urring using

sim

ple written

response

Describe the

probability of an

eve

nt occ

urring using

written response

Describe the

probability of an

eve

nt as being m

ore,

less

, and equally

likely to occu

r with

sim

ple la

nguage

DAP.17.K.1

DAP.17.1.1

DAP.17.2.1

Vocabulary: data collection, graph, table, ch

art, bar graph, pictograph, probability, number cube, spinner, colored m

arbles, Venn diagram, T-chart,

11

Arkansas D



Connectio

ns to M

athematic

s K-8

Grade 3-5

1. Number and O

perations


peratio

ns to deve

lop m

athematica


ns, and

Numerical O

peratio

ns and Estim

atio

n


of representin

g numbers, relatio


tems.


eanings of operatio





ates.

Student Profic

iency Leve

ls

ELP Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPNO.1.3-5.1

Recognize equivalent

represe

ntations for

the same whole

number and fractio

ns

using composition

and decomposition

Match different

represe

ntations of the

same number (e.g.,

40, 20 + 20, 10 + 30)

Identify numbers in a

variety of form

s using

various visual

represe

ntations (e.g.,

fractio

ns, whole

numbers, and

percentages)

Orally defin

e numbers

in a variety of form

s

using various visual

represe

ntations (e.g.,

fractio

ns, whole

numbers, and

percentages)

Give a written

definition of common

number form

s (e.g.,

fractio

n, percent,

decim

al, whole

numbers)

Choose the

appropriate number

form

when used in

context (e.g., word

problems)

NO.1.3.1

NO.1.4.1

NO.1.5.1

ELPNO.1.3-5.2

Use place value to

represe

nt whole

numbers and

decim

als

Place digits into a

given place

value

chart

Identify the place

value of given digits

from a whole number

or decim

al

Orally label

appropriate place

value given a m

ulti-

digit number

Label in writing and

represe

nt the value of

a given number (e.g.,

3206.3 2 is

in

hundreds place and

represe

nted by 200)

Represent a m

ulti-

digit number in written

form

(e.g., 2346.3 =

two thousand three

hundred forty-six and

three tenths)

NO.1.3.2

NO.1.4.2

NO.1.5.2

ELPNO.1.3-5.3

Represent fractio

ns

using words,

numerals and

phys

ical m

odels

Identify commonly

used fractions using

models and visual

represe

ntations

Identify the commonly

used parts of

fractio

ns (numerator

and denominator

Name common

fractio

ns and fraction

parts orally when

given the

mathematica

l represe

ntation

Associate fractio

ns

(ratios, percents) with

models of whole parts

and parts of sets,

numerica

l represe

ntations, and

pictures

Define and discuss

the characteristics of

fractio

ns, ratio

s, and

percents

NO.1.3.4

NO.1.4.4

NO.1.5.1

12

Arkansas D



Connectio

ns to M

athematic

s K-8

Grade 3-5

1. Number and O

perations


peratio

ns to deve

lop m

athematica


ns, and

Numerical O

peratio

ns and Estim

atio

n


of representin

g numbers, relatio


tems.


eanings of operatio





ates. Student Profic

iency Leve

ls

ELP Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPNO.1.3-5.4

Solve sim

ple

problems invo

lving

add, subtract,

multiply, and divide,

using a variety of

methods and tools

with and without

appropriate

technology (see

appendix:

Classific

atio

ns of

Word Problems)

Add, su

btract,

multiply and divide,

given a set of

numbers and a

calculator with sim

ple

instructio

ns

Add, su

btract,

multiply and divide,

given a set of

numbers and a

calculator with sim

ple

instructio

ns

Perform

whole

number operatio

ns,

with and without

appropriate

technology, using a

variety of algorithms

Perform

whole

number operatio

ns,

with and without

appropriate

technology, using a


Deve

lop and use a


to perform

whole

number operatio

ns

using sim

ple word

problems

NO.3.3.4

NO.3.4.4

NO.3.5.1

NO.3.5.3

ELPNO.1.3-5.5

Use estim

atio

n

strategies to solve

problems and judge

the reasonableness

of the answer

Use sim

ple

estim

atio

n strategies

with teacher guidance

Use sim

ple

estim

atio

n strategies

with peer and teacher

guidance

Use sim

ple

estim

atio

n strategies

Exp

lain strategies for

estim

atio

n in

problem

solving

Exp

lain and ju

stify

strategies for

estim

atio

n in

problem

solving

NO.3.3.5

NO.3.4.5

NO.3.5.4

Vocabulary: $, dolla

r, ¢. cent, %

, percent, ratio

, proportion, whole numbers, decim

als, fractio

ns, mixed numbers, im

proper fractio

ns, proper fractio

ns, estim

ate,

round, compare, strategy, add, compose, subtract, decompose

, multiply, multiples, product, factors, divide, dividend, quotie

nt, divisor, divisibility rules,

multiplicative

inve

rse, reciproca

l, commutative

properties, ass

ociative

property, distributive

property, place value, ones, tens, hundreds, thousands, ten thousa

nds,

hundred thousa

nds, millions, billions, tenths, hundredths, thousandths, order of operatio

ns, equivalent representations, perfect square, square root,

13

Arkansas D



Connectio

ns to M

athematic

s K-8

Grade 3-5

2. Algebra


lop m

athematic

al kn


eprese

ntations, Algebraic




ns.


nt and analyze

mathematic

al situ

atio


bols.


lop and apply m

athematic

al m


relatio

nsh

ips.



Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPA.2.3-5.1

Use repeatin

g and

growing patterns to

solve real-world

problems

Identify a sim

ple

repeatin

g pattern

using m

anipulative

s

(colored counters)

with teacher

assistance

Identify and m

odel

sim

ple numeric and

geometric patterns

using m

anipulative

s

with teacher

assistance

Identify and m

odel

sim

ple numeric and

geometric patterns

using m

anipulative

s

to solve real-world

problems with teacher

assistance

Solve problems by

finding the next term

or missing term

in a

pattern

Solve problems by

finding the next term

or missing term

in a

pattern or function

table using real world

situations

A.4.3.4

A.4.4.2

A.4.5.1

ELPA.2.3-5.2

Determ

ine the

relatio

nsh

ip between

sets of numbers

(e.g., lists, tables,

etc.) by selectin

g or

interpreting the rule

Select the rule from a

sim

ple table using

nonve

rbal responses

and teach

er

assistance


sim

ple table using

sim

ple oral resp

onses

and teach

er

assistance


sim

ple table using

sim

ple oral resp

onses

Determ

ine the

relatio

nsh

ip between

sets of numbers (e.g.,

lists, tables, etc.) by

selectin

g the rule

Determ

ine the

relatio

nsh

ip between

sets of numbers (e.g.,

lists, tables, etc.) by

selectin

g or

interpreting the rule

A.4.3.5

A.4.4.3

A.4.5.2

ELPA.2.3-5.3

Use a variable to

represe

nt an

unknown quantity in

a number exp

ression

invo

lving contextual

situations and find

the value

Select and/or write a

sim

ple number

exp

ression that

includes a sym

bol or

variable

Write a sim

ple

number exp

ression

that includes a

sym

bol o

r va

riable

and find the unknown

Use a variable to

represe

nt an

unknown quantity in a

number exp

ression

invo

lving sim

ple

contextual situ

atio

ns

Use a variable to

represe

nt an


number exp

ression

invo

lving contextual

situations and

eva

luate using

substitution

Select, write, and use

a variable to

represe

nt an


number exp

ression

invo

lving contextual

situations and

eva

luate using

substitution

A.5.3.3

A.5.4.3

A.5.5.2

A.5.3.1

A.5.4.1

A.5.5.1

A.5.5.3

14

Arkansas D



Connectio

ns to M

athematic

s K-8

Grade 3-5

2. Algebra


lop m

athematic

al kn


eprese

ntations, Algebraic




ns.


nt and analyze

mathematic

al situ

atio


bols.


lop and apply m

athematic

al m


relatio

nsh

ips.



Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPA.2.3-5.4

Exp

ress

mathematica

l relatio

nsh

ips using

equatio

ns and

inequalities

( >, <, =,≠ )

Select orally and/or

write a sim

ple number

sentence

or inequality

with teacher

assistance

Read and write a

sim

ple number

sentence

or inequality

given a sim

ple

relatio

nsh

ip with peer

or teacher ass

istance

Model sim

ple

equatio

ns or

inequalities by using

a number line

Model sim

ple

equatio

ns or

inequalities by

inform

al m

ethods

using m

anipulative

s

and appropriate

technology

Model and solve

sim

ple equations or

inequalities by

inform

al m

ethods

using m

anipulative

s

and appropriate

technology

A.5.3.2

A.5.4.2

A.5.5.1

ELPA.2.3-5.5

Complete, create,

and use charts or

tables to organize

inform

atio

n,

understand

relatio

nsh

ips and

make

sim

ple

predictions

Complete a table or

chart to organize

inform

atio

n with

teach

er assistance

Complete a table or

chart to organize

inform

atio

n with

teach

er assistance

Create and use

charts or tables to

organize in

form

atio

n,

understand

relatio

nsh

ips and

draw conclusions with

peer group

Create and use

charts or tables to

organize in

form

atio

n,

understand

relatio

nsh

ips and

draw conclusions

Create and use

charts or tables to

organize in

form

atio

n,

understand

relatio

nsh

ips and

make

sim

ple

predictions

A.6.3.1

A.6.4.1

A.6.5.1

ELPA.2.3-5.6

Identify and analyze

quantitative change

ove

r time using real-

world situations

Compare change

ove

r time using a line

graph in

sim

ple real-

world problems with

teach

er assistance

Compare and change

ove

r time using a line

graph in

sim

ple real-

world problems with

teach

er assistance

Describe in

sim

ple

oral or written change

ove

r time in real-

world problems with

peer group

Describe in

sim

ple

written language

change ove

r tim

e in

real world problems

using line graphs and

histograms

Identify and analyze

quantitative change

ove

r time using real-

world situations

A.7.3.1

A.7.4.1

A.7.5.1

Vocabulary: table, ch

art, line graph, histogram, title, sc

ale, trend, inequality, equalities, equations, quantity, numerical patterns, geometric patterns, va

riable,

exp

ression, sym

bol, number se

ntence, conclusion, relatio

nsh

ip, change ove

r tim

e, organize, analyze

, > >>>, ,,, < <<<, ,,, =, ≠

, �, ◊, ∆, $

15

Arkansas D



Connectio

ns to M

athematic

s K-8

Grade 3-5

3. Geometry


lop m

athematic

al k


atio

n of Shapes, Coordinate G

eometry, and

Visualizatio

n and G

eometric M

odels.


characteristics and properties of 2- and 3- dim


lop m

athematical arguments about geometric

relatio

nsh

ips.



metry to analyze

mathematical s

ituations


ecify locatio


ntatio

nal sys

tems.


odeling.

Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPG.3.3-5.1

Identify regular and

irregular polygons

Match polygons with

their appropriate

names with teacher

assistance

Match and m

odel

regular polygons with

peer group

Model regular and

irregular polygons

including octagon

Identify and m

odel

regular and irregular

polygons in

cluding

decagons

Describe, identify

and m

odel regular

and irregular

polygons in

cluding

decagons

G.8.3.2

G.8.4.2

G.8.5.1

ELPG.3.3-5.2

Identify and draw a

variety of lines

Match to pictures of

lines, line segments,

rays

, angles

Match and draw lines,

line segments, rays

, and angles

Match to pictures of

lines, line segments,

rays

, angles,

intersecting,

perpendicular, and

parallel lines

Identify and draw, a

line, line segment,

ray, angle, and

intersecting,

perpendicular, and

parallel lines

Identify, draw, and

desc

ribe a line, line

segment, ray, angle,

and in

tersecting,

perpendicular, and

parallel lines

G.8.3.3

G.8.3.4

G.8.4.4

G.8.5.2

ELPG.3.3-5.3

Classify and draw a

variety of angles

Identify a variety of

angles within the

learning environment

with assistance

Identify a variety of

angles within the

learning environment

with lim

ited

assistance

Identify, congruent,

adjacent, obtuse

, acute, right, and

straight angles (grade

appropriate)

Identify and draw

congruent, adjace

nt,

obtuse, acute, right,

and straight angles

(grade appropriate)

Identify, draw and

label parts of

congruent, adjace

nt,

obtuse, acute, right,

and straight angles

(grade appropriate)

G.8.4.5

G.8.5.2

16

Arkansas D



Connectio

ns to M

athematic

s K-8

Grade 3-5

3. Geometry


lop m

athematic

al k


atio

n of


eometry, and Visualization and G

eometric M

odels.


characteristics and properties of two- and three-dim


lop m

athematic

al a

rguments about

geometric relatio

nsh

ips.



metry to analyze

mathematical s

ituations


ecify locatio


ntatio

nal sys

tems.


odeling.

Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPG.3.3-5.4

Describe and predict

the result of a

transform

ation of a

two-dim

ensional

figures

Demonstrate the

motio

n of a two-

dim

ensional fig

ure as

a flip, slide, or turn

with teacher

assistance

Model the m

otion of a

two-dim

ensional

figure as a flip, slide,

or turn, using

manipulative

s, with

teach

er or peer

assistance

Manipulate two-

dim

ensional fig

ures

through slides, flips,

and turns

Describe the results

of transform

atio

ns of

two-dim

ensional

figures using a

translatio

n, reflectio

n,

or rotatio

n

Describe and predict

the result of a

transform

ation of two-

dim

ensional fig

ure

G.9.3.2

G.9.4.1

G.9.5.1

ELPG.3.3-5.5

Use common

language to lo

cate

and id

entify points

on a coordinate grid

Locate points on a

coordinate grid with

teach

er assistance

Identify points using

ordered pairs on a

coordinate grid with

teach

er assistance

Identify and la

bel an

ordered pair on a

coordinate grid

Use geometric

vocabulary to

desc

ribe the locatio

n

of points on a

coordinate grid

Use geometric

vocabulary to

desc

ribe the locatio

n

and plot points in

quadrant I

G.10.3.1

G.10.4.1

G.10.5.1

ELPG.3.3-5.6

Replicate two-

dim

ensional and

three-dim

ensional

models

Replicate a three-

dim

ensional fig

ure

compose

d of cubes

when given a phys

ical

model, with teacher

assistance

Replicate a three-

dim

ensional fig

ure

compose

d of cubes

when given a phys

ical

model

Construct a three-

dim

ensional model

compose

d of cubes

when given an

illustratio

n with

assistance

Construct a three-

dim

ensional model

compose

d of cubes

when given an

illustratio

n

Draw and identify

two-dim

ensional

patterns (nets) for

cubes using grid

paper

G.11.3.1

G.11.4.1

G.11.5.1

Vocabulary: flip, slide, turn, transform

atio

n, refle

ctio

n, translation, rotatio

n, two-dim

ensional, three-dim

ensional, triangle, quadrilateral, hexa

gon, pentagon,

decagon, octagon, acute, obtuse, right, intersectin

g, straight angle, co

ngruent, adjacent, vertex, rays

, interior, exterior, quadrant, horizo

ntal, ve

rtical, x-axis, y-axis,

ordered pair, net

17

Arkansas D



Connectio

ns to M

athematic

s K-8

Grade 3-5

4. Measurement


lop m

athematica

l knowledge of Phys


tems of Measurement


athematic



units

, sys

tems and proce

sses of measu

rement.

Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPM.4.3-5.1

Use clock

s and

calendars to solve

real world problems

invo

lving elapsed

time

Demonstrate past,

present and future

time using a calendar

and an analog clock

with teacher

assistance

Demonstrate past,

present and future

time using a calendar

and an analog clock

Sort and write sim

ple

phrase

s and

sentence

s using

vocabulary cards or

pictures related to

time and the calendar

Solve sim

ple real-

world problems

invo

lving elapsed

time using clocks

and

calendars with peer

assistance

Solve real w

orld

problems invo

lving

elapsed tim

e using

clocks

and calendars

at grade appropriate

leve

l

M.13.3.1

M.13.4.3

M.13.3.2

M.13.5.1

M.13.3.3

M.13.3.4

M.13.4.1

M.13.4.4

M.13.4.2

ELPM.4.3-5.2

Use real world

situations to

recognize units

of

measurement and

make

sim

ple

comparisons.


various m

easurement

units

using m

odels

with teacher

assistance

(e.g.,

Show how long

different task

s take)


various m

easurement

units

using m

odels

with peer assistance

Identify and use

sim

ple phrases for

the basic units

of

length, weight,

capacity, and tim

e

using real-world

objects with

assistance

(e.g., word

wall, peer, teacher)

Make compariso

ns of

standard units

of

measurement in real-

world problems

Make compariso

ns

and conve

rsions of

standard units

of


world problems

M.12.3.2

M.13.3.9

M.12.3.3

M.13.4.8

M.12.3.4

M.12.3.5

M.12.4.1

M.12.4.2

M.12.4.3

M.12.4.4

M.12.5.2

18

Arkansas D



Connectio

ns to M

athematic

s K-8

Grade 3-5

4. Measurement


lop m

athematica

l knowledge of Phys


tems of Measurement


athematic



units

, sys

tems and proce

sses of measu

rement.

Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPM.4.3-5.3

Deve

lop and use

sim

ple strategies to

solve real world

problems invo

lving

perimeter and area

of rectangles

Demonstrate

perimeter using

phys

ical m

aterials

(paper clips, craft

stick

s or grids) and by

using m

easu

rement

tools (rulers) and find

the area of a

rectangle by cove

ring

it with squares with

assistance

Find the perimeter of

the figure by

measuring the length

of the sides and find

the area of any

rectangle by countin

g

squares and half

squares on a grid with

assistance

Use sim

ple form

ulas

to find perimeter and

area of rectangles

with assistance

Use form

ulas to find

perimeter and area of

rectangles in

real

world problems with

assistance

Deve

lop and use

strategies to solve

sim

ple real w

orld

problems invo

lving


rectangles

M.13.3.10

M.13.4.9

M.13.3.11

M.13.4.10

M.13.5.4

ELPM.4.3-5.4

Use and determ

ine

appropriate

measurement tools

in real-world context

(standard and

metric)

Select appropriate

tools for measuring

real-world objects or

figures using words

and/or gestures

(height or weight) with

assistance

Identify measurement

tools from pictures

and objects and state

the uses

Describe situatio

ns

where m

easu

rement

is needed with

assistance

Exp

lain, using sim

ple

phrase

s, how to use


world situations

(construction,

archite

cture,

cartography)

Determ

ine which unit

of measure or

measurement tool

matches the context

for a problem

situation

M.13.3.8

M.13.4.7

M.13.5.2

M.13.5.3

19

Arkansas D



Connectio

ns to M

athematic

s K-8

Grade 3-5

4. Measurement


lop m

athematica

l knowledge of Phys


tems of Measurement


athematic



units

, sys

tems and proce

sses of measu

rement.

Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPM.4.3-5.5

Apply m

oney

concepts in

contextual situ

atio

ns

Model attributes of

money by pointin

g to

identify a penny,

dim

e, nicke

l, quarter,

and dollar bill with

teach

er assistance

Display the correct

coin when given a

verbal prompt with

assistance

Give name and value

of all co

ins and bills

up to twenty dolla

rs

and calculate the

amount of money

spent with/without

regrouping in a

contextual situ

atio

n

Compare values of 2

given coins/bills and

apply m

oney

concepts in

contextual situ

atio

ns

up to ten dollars

State and compare

the value of all

currency and apply

money concepts in

contextual situ

atio

ns

M.13.3.6

M.13.4.5

M.13.5.2

Vocabulary: ye

sterday, past, today, present, tomorrow, future, elapse

d tim

e, clock

, analog clock, digital c

lock

, hours, minutes, seconds, months of the year

(January, February, etc.), days of the week (Sunday, M

onday, etc.), penny, nicke

l, dim

e, quarter, dolla

r, currency, value, ruler, cup, pint, quart, gallo

n, liter,

milliliter, in

ch, foot, yard, metric, meter, centimeter, perimeter, area, grams, kilograms, ounce

s, pounds, form

ula

20

Arkansas D



Connectio

ns to M

athematic

s K-8

Grade 3-5



lop m

athematica



s and



ulate questio


ed with


nt data to answ

er them.



tical m

ethods to analyze

data.


lop and eva



Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPDAP.5.3-5.1

Form

ulate questio

ns

related to data and

data collection

Collect simple data

from classm

ates with

assistance

(e.g.,

favo

rite color, food or

drink, number of

siblings)

Collect and organize

sim

ple data using

tally m

arks and

frequency tables with

assistance


sim

ple data using

tally m

arks and

frequency tables and

graph (bar) the data

Collect, organize,

graph, and interpret

sim

ple data samples

(bar, line, stem-and-

leaf) as grade leve

l appropriate

Create, collect,

organize, graph, and

interpret a variety of

data samples

DAP.14.3.1

DAP.14.4.1

DAP.14.5.1

DAP.14.5.2

DAP.14.5.3

ELPDAP.5.3-5.2

Select and use

appropriate m

ethods

to analyze

data

Match a data set with

a graphical

represe

ntation of the

data with assistance


a graphical

represe

ntation of the

data and find range

and m

ode with

assistance

Find the m

easures of

central tendency

(mean, median,

mode, range) of a

given set of whole

number data using

appropriate

technology, with

assistance

Find the m

easures of

central tendency

(mean, median,

mode, range) of a

given set of whole

number data using

appropriate

technology, and

exp

lain what each

indicates about the

set of data with

assistance

Find the m

easures of

central tendency

(mean, median,

mode, range) of a

given set of whole

number data using

appropriate

technology, and

exp

lain what each

indicates about the

set of data

DAP.15.3.2

DAP.15.4.2

DAP.15.5.2

21

Arkansas D



Connectio

ns to M

athematic

s K-8

Grade 3-5



lop m

athematica



s and



ulate questio


ed with


nt data to answ

er them.



tical m

ethods to analyze

data.


lop and eva



Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPDAP.5.3-5.3

Make predictions for

a given set of data

Exp

lore predictions

using sim

ple data

sets with teacher or

peer assistance

Identify the m

aximum

(most) and m

inim

um

(least) data points

from sim

ple data

tables or graphs with

teach

er or peer

assistance

Compare the

maximum (most) and

minim

um (least) data

points from sim

ple

data tables or graphs

with teacher or peer

assistance

Compare and

contrast the

maximum (most) and

minim

um (least) data

points from sim

ple



assistance

Make predictions and

justify conclusions

based on data

DAP.16.3.1

DAP.16.4.1

DAP.16.5.1

ELPDAP.5.3-5.4

Use sim

ple

exp

eriments to apply

concepts of

probability

Participate in a sim

ple

exp

eriment to

determ

ine the

probability of an eve

nt

occu

rring using

nonve

rbal responses


ple

exp

eriment and

determ

ine the

fairness of the

exp

eriment (game)

with assistance

Conduct sim

ple

probability

exp

eriments and

complete a frequency

table or ch

art using

the data set

Identify the probability

of eve

nts within a

sim

ple exp

eriment

Identify and predict

the probability of

eve

nts within a sim

ple

exp

eriment

DAP.17.3.2

DAP.17.4.2

DAP.17.5.1

ELPDAP.5.3-5.5

Find all poss

ible

combinations of two

or three sets of

objects

Exp

lore two sets of

objects to find

combinations using

phys

ical m

odels and

or pictures with

assistance

Select and m

ap from

2 sets of objects to

find poss

ible

combinations using

phys

ical m

odels and

or pictures with

assistance

Select and m

ap from

2 or 3 sets of objects

to find possible

combinations using

phys

ical m

odels and

or pictures with

assistance

Select from an

organized list and

make

all possible

combinations

List and exp

lain all

poss

ible outcomes in

a given situ

atio

n

DAP.17.3.3

DAP.17.4.3

DAP.17.5.2

Vocabulary: data sets, exp

eriment, probability, survey, fairness, frequency table, chart, mean, ave

rage, median, mode, range, line plots, bar graphs. stem-and-leaf,

predictions, maximum, minim

um, tally m

arks, interpret, eve

nt, combinatio

ns, number cubes, spinners, tiles from a bag, marbles

22

Arkansas D



Connectio

ns to M

athematic

s K-8

Grade 6-8

1. Number and O

perations


peratio

ns to deve

lop m

athematica


ns, and

Numerical O

peratio

ns and Estim

atio

n


of representin

g numbers, relatio


tems.


eanings of operatio





ates.

Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPNO.1.6-8.1

Understand the

meaning of add,

subtract, m

ultiply,

and divide and their

relatio

nsh

ips with

rational numbers

Identify the numeric

operatio

n when given

a term

(i.e., pointin

g

to an item or picture

when given the term

)

Model, using

manipulative

s, sim

ple

addition, subtraction,

multiplication of

decim

als with

assistance

Model, using

manipulative

s,

addition, subtraction

(like denominators),

multiplication and

division of fractions

and decim

als with

assistance

Model, using

manipulative

s,


multiplication and

division of ratio

nal

numbers (fractio

ns,

decim

als, integers)

with assistance

Model, using

manipulative

s, and

deve

lop addition,

subtractio

n,

multiplication and

division of ratio

nal

numbers (fractio

ns,

decim

als, integers)

NO.2.6.5

NO.2.7.4

NO.2.8.5

ELPNO.1.6-8.2

Conve

rt, compare

and order fractio

ns,

decim

als and

percents

Identify a number as

a fraction, decim

al o

r percent (i.e., pointing


when given the term

)

Match m

odels of

whole numbers,

fractio

ns and

decim

als to

equivalent words with

assistance

(e.g., ½

, 1/3, ¼, 50%, 25%,

100%)

Identify the lo

cation of

a given number

(whole number,

fractio

n, decimal) on

a number line

Compare and order

sim

ple fractions,

decim

als and

percents with

assistance

Conve

rt, compare

and order sim

ple

fractio

ns, decim

als

and percents with

assistance

NO.1.6.4

NO.1.7.5

NO.1.8.4

ELPNO.1.6-8.3

Apply the addition,

subtractio

n,

multiplication, and

division property of

equality in equations

Identify the numeric

operatio

n when given

a term

(i.e., pointin

g


when given the term

)

Solve sim

ple one step

equatio

ns with whole

numbers with teach

er

or peer ass

istance

Solve sim

ple one step

equatio

ns with whole

numbers, fractions,

decim

als, and

integers with teach

er

or peer ass

istance

Solve one-step

equatio

ns (sh

owing

all steps) using the


multiplication, and


equality in sim

ple

equatio

ns as grade

appropriate

Solve two-step

equatio

ns (sh

owing

all steps) using the


multiplication, and


equality in sim

ple

equatio

ns as grade

appropriate

NO.2.6.3

NO.2.7.2

NO.2.8.1

23

Arkansas D



Connectio

ns to M

athematic

s K-8

Grade 6-8

Number and O

peratio

ns


peratio

ns to deve

lop m

athematica


ns, and

Numerical O

peratio

ns and Estim

atio

n


of representin

g numbers, relatio


tems.


eanings of operatio





ates.

Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPNO.1.6-8.4

Compute fluently

and m

ake

reasonable

estim

ates

Compute and use

sim

ple estim

ation

strategies with

teach

er assistance

(e.g., pointing to

location to round) with

and without

technology

Compute and use

sim

ple estim

ation

strategies with peer

and teach

er

assistance

with and

without tech

nology

Compute and use

sim

ple estim

ation

strategies for sim

ple

problems invo

lving

fractio

ns, decim

als

and percents with and

without tech

nology

Compute and exp

lain

strategies for

estim

atio

n in

problem

solving invo

lving

sim

ple fractions,

decim

als, and

percents with and

without tech

nology

Compute, exp

lain and

justify strategies for

estim

atio

n in

multi-

step problem solving

invo

lving fractio

ns,

decim

als and

percents with and

without tech

nology

NO.3.6.1

NO.3.6.2

NO.3.6.3

NO.3.6.4

NO.3.7.1

NO.3.7.2

NO.3.7.3

NO.3.8.1

NO.3.8.2

NO.3.8.3

ELPNO.1.6-8.5

Find, use, and apply

factoriza

tion to find

greatest common

factor (G

CF) and

least common

multiple (LCM)

Find the factors of

numbers le

ss than 25

with assistance

Find common factors

and m

ultiples of 2

given numbers with

assistance

Apply factoriza

tion to

determ

ine greatest

common factor and

least common

multiple with

assistance

Find and use prime

factoriza

tion (tree

diagrams) to

determ

ine greatest

common factor and

least common

multiple of composite

numbers le

ss than

100 with assistance

Use prime

factoriza

tion to

determ

ine greatest

common factor and

least common of

multiple of composite

numbers le

ss than

100 with assistance

NO.3.6.5

NO.3.7.4

NO.3.8.4

ELPNO.1.6-8.6

Conve

rt between

standard and

scientific notation

using numbers

greater than zero

Identify the value of a

digit in a number

being represented in

standard form

by

pointin

g with teach

er

assistance

Identify the value of a

digit in numbers

greater than 1 being

represe

nted in

standard and

scientific notation with

teach

er assistance

Write numbers

greater than 1 in

standard and


assistance

Write numbers from 0

to 1 in

standard and


assistance

Conve

rt between

standard and

scientific notation

using numbers

greater than zero

NO.1.7.3

NO.1.8.2

24

Arkansas D



Connectio

ns to M

athematic

s K-8

Grade 6-8

Number and O

peratio

ns


peratio

ns to deve

lop m

athematica


ns, and

Numerical O

peratio

ns and Estim

atio

n


of representin

g numbers, relatio


tems.


eanings of operatio





ates.

Vocabulary – fractio

ns, place value, ratio

, percent, proportion, technology, scientific

notatio

n, addition, su

btractio

n, multiplication, division, whole number,

equivalent, percent equivalence

, perfect squares, square root, integers, negative

, positive, real number, rational n

umber, natural n

umber, irratio

nal number,

number sys

tem, estim

ate, rounding, fractio

n, divisibility rules, commutative

property, ass

ociative

property, distributive property, operatio

ns, equatio

ns, order of

operatio

ns, inve

rse property, id

entity property, inve

rse relatio

nships, algorithms, digit, factoriza

tion, factor, tree diagram, prime factoriza

tion, composite

number,

prime number, least common m

ultiple, greatest common factor, absolute value, algebraic exp

ression, number line, co

nve

rt, compare, order, m

odel, differentiate,

sim

plify, reaso

nableness

25

Arkansas D



Connectio

ns to M

athematic

s K-8

Grade 6-8

2. Algebra


lop m

athematic

al kn


eprese

ntations, Algebraic




ns.


nt and analyze

mathematic

al situ

atio


bols.


lop and apply m

athematic

al m


relatio

nsh

ips.



Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPA.1.6-8.1

Write and eva

luate

sim

ple algebraic

exp

ressions

Select an algebraic

exp

ression from a

given sample and

identify like term

s in

the exp

ressions with

assistance

Combine like term

s of

sim

ple algebraic

exp

ressions and

eva

luate a sim

ple

algebraic exp

ression

given the

replacement set with

assistance

Combine like term

s of

algebraic exp

ressions

and eva

luate a

algebraic exp

ression

given the

replacement set with

assistance

Write and eva

luate

sim

ple algebraic

exp

ressions with

assistance

Translate phrases

and sentence

s in

to

algebraic exp

ressions

and sim

plify by

combining like

term

s

A.5.6.2

A.5.7.4

A.5.8.4

A.4.6.2

A.4.7.3

A.4.8.3

ELPA.1.6-8.2

Create and use a

functio

n table

Identify term

s in

sim

ple patterns with

assistance

Identify the next term

when given a visual

prompt with

assistance

Complete a sim

ple

functio

n table by

finding m

issing term

s

with assistance

Create and complete

a sim

ple functio

n

table using a given

rule with one

operatio

n with

assistance

Create and complete

a function table using

a given rule with two

operatio

n with

assistance

A.4.6.1

A.4.7.1

A.4.7.2

A.4.8.1

A.4.8.2

ELPA.1.6-8.3

Model, write and

solve real-world

equatio

ns and

inequalities using

manipulative

s

Model a sim

ple

equatio

n using

manipulative

s with

assistance

Model sim

ple

equatio

ns and

inequalities of real

world situations using

manipulative

s with

assistance

Model and write

sim

ple equations and



manipulative

s with

assistance

Model, write and

graph sim

ple

equatio

ns and



manipulative

s with

assistance

Model, solve, and

graph two-step

equatio

ns and

inequalities with one

variable of real world

situations using

manipulative

s with

assistance

A.5.6.1

A.5.7.1

A.5.8.1

26

Arkansas D



Connectio

ns to M

athematic

s K-8

Grade 6-8

2. Algebra


lop m

athematica



s and



ulate questio


ed with


nt data to answ

er them.



tical m

ethods to analyze

data.


lop and eva



Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPA.1.6-8.4

Deve

lop and apply

mathematica

l models to represe

nt

and understand

quantitative

relatio

nsh

ips

Participate in a real

world activity and

identify the data with

teach

er assistance

Collect data from a

real world activity by

using a table with

assistance

Collect data from a

real world activity

using a table and

graph using sim

ple

grid paper with

assistance

Collect data using a

table and graph using

sim

ple grid paper and

write a sim

ple

equatio

n with

assistance

Graph data from a

real world activity and

write an equation

using the m

eaning of

slope and exp

lain the

relatio

nsh

ip between

the graph and

equatio

n with

assistance

as grade

appropriate

A.6.6.1

A.6.7.1

A.6.8.1

Vocabulary:

Exp

ression, va

riable, linear equation, linear inequality, coordinate plane, polynomial, functio

n, algebraic, functio

n table, two operation functio

n table, patterns,

input, output, in

dependent va

riable, dependent va

riable, inequalities, inve

rse operations, coordinate plane, ratio

nal numbers, quadrants, y intercept, slope, rate of

change, nth term

, quadratic

functio

n, exp

onent, exp

onentia

l functio

ns` co

mbine like term

s, consolidate, balance, constant, coefficient, predict, rates, change

27

Arkansas D



Connectio

ns to M

athematic

s K-8

Grade 6-8

Geometry


lop m

athematic

al k


atio

n of Shapes, Coordinate G

eometry, and

Visualizatio

n and G

eometric M

odels.


characteristics and properties of 2- and 3- dim


lop m

athematical arguments about geometric

relatio

nsh

ips.



metry to analyze

mathematical s

ituations


ecify locatio


ntatio

nal sys

tems.


odeling.

Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPG.3.6-8.1

Analyze

characteristics of 2-

and 3- dim

ensional

geometric shapes

Identify a figure, given

the term

(i.e

., teacher

says

circle, student

can point to a picture

of a circle)

Select proper

geometric shape

given the

characteristics of the

shape with ass

istance

Sort and identify

geometric shapes

using two- and three-

dim

ensional models

with assistance

Identify and draw

geometric shapes

using isometric dot

paper with assistance

Classify geometric

shapes and validate

conclusions of their

properties

G. 8.6.1

G. 8.7.1

G. 8.8.1

G. 8.6.2

G. 8.7.1

G.11.6.1

G.11.7.1

G.11.8.1

ELPG.3.6-8.2

Identify, class

ify, and

draw lines and

angles using

attributes

Identify basic

geometric vocabulary

and properties (i.e.,

teach

er uses a

picture for student to

identify)

Inve

stig

ate properties

of parallel lines and

transve

rsals using

models with

assistance

Identify angles in

relatio

n to parallel

lines and a

transve

rsal u

sing

models with

assistance

Classify the pairs of

angles form

ed

between two

intersecting lines and

parallel lines cut by a

transve

rsal with

assistance

Identify the pairs of

angles form

ed

between two

intersecting lines and

parallel lines cut by a

transve

rsal a

nd

discuss

the

relatio

nsh

ip between

the angles as grade

appropriate

G. 8.7.3

ELPG.3.6-8.3

Identify, class

ify, and

draw triangles using

attributes

Identify basic

geometric vocabulary

and properties (i.e.,

teach

er uses a

picture for student to

identify)

Inve

stig

ate properties

of triangles using

models with

assistance

Draw triangles by

using the attributes

with assistance

Describe and name

triangles by using the

degree of the angles

or the le

ngths of the

sides

Identify, describe,

draw, and class

ify

triangles as

equilateral, is

osce

les,

scalene, right, acute,

obtuse, and

equiangular

G. 8.6.3

Grade 6-8

3. Geometry

28

Arkansas D



Connectio

ns to M

athematic

s K-8


lop m

athematic

al kn


eprese

ntations, Algebraic




ns.


nt and analyze

mathematic

al situ

atio


bols.


lop and apply m

athematic

al m


relatio

nsh

ips.



Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPG.3.6-8.3

Specify loca

tions

using coordinate

geometry sys

tem

Identify the parts of

the coordinate plane,

given a term

and a

grid (i.e

., teacher

says

origin, student

can point to a picture

of a origin)

Draw a coordinate

plane and number the

lines correctly and

label the x- and y-axis

and name the four

quadrants with

assistance

Describe the lo

cation

of points on a

coordinate plane from

the origin with

assistance

Plot ordered pairs on

a coordinate plane to

form

a geometric

figure with ass

istance

Plot ordered pairs to

form

a geometric

figure and draw,

identify and class

ify

the figure

G.10.6.1

G.10.7.1

G.10.8.1

G.10.6.2

G.10.7.2

ELPG.3.6-8.4

Identify and desc

ribe

the characteristics of

circles

Identify the parts of a

circle (radius,

diameter, center,

chord, and

circu

mference) from a

diagram with

assistance

Label the parts of a

circle (radius,

diameter, center,

chord, and

circu

mference) from a

word bank with

assistance

Draw, label, and

determ

ine

relatio

nsh

ips among

the radius, diameter,

center and

circu

mference (e.g.,

radius is

half the

diameter) of a circle

with assistance

Draw, label, and

determ

ine

relatio

nsh

ips among

the radius, diameter,

center and

circu

mference (e.g.,

radius is

half the

diameter) of a circle

with assistance

Model and deve

lop

the conce

pt that pi

(π) is the ratio of the

circu

mference to the

diameter of any circle

G.8.6.4

G.8.7.5

Vocabulary: Find sym

bols parallel, congruent, perpendicular, angle, triangle, degree, flip, slide, turn, transform

ation, refle

ctio

n, translatio

n, rotatio

n, two-

dim

ensional, three-dim

ensional, triangle, quadrilateral, hexa

gon, pentagon, deca

gon, octagon, acute, obtuse

, right, in

tersectin

g, straight angle, congruent,

adjacent, vertex, rays

, interior, exterior, quadrant, horizo

ntal, ve

rtical, x-axis, y-axis, ordered pair, net, line of sym

metry

29

Arkansas D



Connectio

ns to M

athematic

s K-8

Grade 6-8

4. Measurement


lop m

athematica

l knowledge of Phys


tems of Measurement


athematic



units

, sys

tems and proce

sses of measu

rement.

Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPM.4.6-8.1

Identify, select, draw

and use appropriate

customary and

metric m

easurement

tools

Select appropriate

tools for measuring

real-world objects or

figures using words

and/or gestures

(height or weight) with

assistance

Identify measurement

tools from pictures

and objects and state

the uses with

assistance

Draw and m

easure

distance

to the

nearest mm and 1/16

of an in

ch with

accu

racy as grade

appropriate with

assistance

Exp

lain, using sim

ple

phrase

s, how to use


world situations

(construction,

archite

cture,

cartography)

Determ

ine which unit

of measure or

measurement tool

matches the context

for a problem

situation (e.g., angles,

perimeter, area,

surface area and

volume)

M.12.6.1

M.12.7.1

M.12.8.1

M.13.6.3

M.13.7.2

M.13.8.1

M.13.6.2

ELPM.4.6-8.2

Make sim

ple

conve

rsions within

the same

measurement

sys

tem


various m

easurement

units

using m

odels

with teacher

assistance

(e.g.,

Show how long

different task

s take)


various m

easurement

units

using m

odels

with peer assistance

Identify and use

sim

ple phrases for

the basic units

of

length, weight,

capacity, and tim

e

using real-world

objects with

assistance

(e.g., word

wall, peer, teacher)

Make compariso

ns of

standard units

of


world problems

Make compariso

ns

and conve

rsions of

standard units

of


world problems

M.12.6.2

M.12.7.2

M.12.8.2

30

Arkansas D



Connectio

ns to M

athematic

s K-8

Grade 6-8

4. Measurement


lop m

athematica

l knowledge of Phys


tems of Measurement


athematic



units

, sys

tems and proce

sses of measu

rement.

Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPM.4.6-8.3

Use sim

ple form

ulas

and strategies

including estim

atio

n

to find area,

perimeter and

volume

Demonstrate

perimeter using

phys

ical m

aterials

(paper clips, craft

stick

s or grids) and by

using m

easu

rement

tools (rulers) and find

the area of an

enclosed region by

cove

ring it with

squares with

assistance

and

volume by filling a

rectangular prism

with

cubes with assistance

Find the perimeter of

the figure by

measuring the length

of the sides and find

the area of an

enclosed region by

counting squares and

half squares on a grid

and find the volume

by filling a rectangular

prism

with cubes with

assistance

Use sim

ple form

ulas

to find perimeter and

area of

parallelograms and

volume of rectangular

prism

s, cylinders and

cones, as grade

appropriate, with

assistance

, with and

without appropriate

technology

Use form

ulas to find


polygons and volume

and surface area of

prism

s, cylinders,

pyramids and cones

in real world

problems, as grade

appropriate, with

assistance

with and

without appropriate

technology

Deve

lop and use

strategies to solve

sim

ple real w

orld

problems invo

lving

perimeter, area,

surface area and

volume of geometric

figures with and

without appropriate

technology

M.13.6.4

M.13.7.3

M.13.8.2

M.12.6.3

M.12.7.3

M.13.7.4

M.13.6.6

31

Arkansas D



Connectio

ns to M

athematic

s K-8

Grade 6-8



lop m

athematica



s and



ulate questio


ed with


nt data to answ

er them.



tical m

ethods to analyze

data.


lop and eva



Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPDAP.5.6-8.1

Collect, organize

data and select

appropriate graphical

represe

ntation to

display data

Collect simple data

from classm

ates with

assistance

(e.g.,

favo

rite color, food or

drink, number of

siblings)


sim

ple data using

tally m

arks and

frequency tables with

assistance


sim

ple data using

tally m

arks and

frequency tables and

graph (bar, line, stem-

and-leaf) the data

with assistance

Collect, organize,

graph, and interpret

sim

ple data samples

(bar, line, stem-and-

leaf, circle graphs and

scatter plots) as

grade le

vel

appropriate with

assistance

Create, collect,

organize, graph, and

interpret a variety of

data samples with

assistance

DAP.14.6.1

DAP.14.7.1

DAP.14.8.1

DAP.14.6.2

DAP.14.7.2

DAP.14.8.2

ELPDAP.5.6-8.2

Analyze

, with and

without appropriate

technology,

measures of central

tendency and

measures of spread


a graphical

represe

ntation of the

data with assistance


a graphical

represe

ntation of the

data and find range

and m

ode with

assistance

Find the m

easures of

central tendency

(mean, median,

mode, range) of a

given set of whole

number data using

appropriate

technology, with

assistance

Find the m

easures of

central tendency

(mean, median,

mode, range) of a

given set of whole

number data using

appropriate

technology, and

exp

lain what each

indicates about the

set of data with

assistance

Analyze

the

measures of central

tendency (m

ean,

median, mode, range)

of a given set of

whole number data

using appropriate

technology, and

exp

lain what each

indicates about the

set of data

DAP.15.6.2

DAP.15.7.2

DAP.15.8.2

DAP.15.6.1

32

Grade 6-8



lop m

athematica



s and



ulate questio


ed with


nt data to answ

er them.



tical m

ethods to analyze

data.


lop and eva



Student Profic

iency Leve

ls

ELP Student

Learning Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Math SLE

Connections

ELPDAP.5.6-8.3

Make sim

ple

inferences and

predictions with and

without appropriate

technology

Exp

lore predictions

using sim

ple data

sets with teacher or

peer assistance

Identify the m

aximum

(most) and m

inim

um

(least) data points

from sim

ple data

tables or graphs with

teach

er or peer

assistance

Compare the

maximum (most) and

minim

um (least) data

points from sim

ple



assistance

Compare and

contrast the

maximum (most) and

minim

um (least) data

points from sim

ple



assistance

Make predictions and

justify conclusions

based on data

DAP.16.6.1

DAP.16.7.1

DAP.16.8.1

ELPDAP.5.6-8.4

Understand the

difference

between

theoretical and

exp

erimental

probability


ple

exp

eriment to

determ

ine the

probability of an eve

nt

occu

rring using

nonve

rbal responses


ple

exp

eriment and

determ

ine the

fairness of the

exp

eriment (game)

with assistance

Conduct sim

ple

probability

exp

eriments and

complete a frequency

table or ch

art using

the data set

Identify the theoretic

al

probability of eve

nts

within a sim

ple

exp

eriment

Design, with and

without appropriate

technology, an

exp

eriment to test a

theoretical probability

and exp

lain how the

results

may va

ry

DAP.17.6.1

DAP.17.7.2

DAP.17.8.2

DAP.17.7.1

DAP.17.8.1

Vocabulary: data sets, exp

eriment, probability, survey, fairness, inference, predictio

n, frequency table, chart, central tendency, m

ean, ave

rage, median, mode,

range, line plots, bar graphs. stem-and-leaf, sca

tter plot predictions, maximum, minim

um, tally m

arks, interpret, eve

nt, combinatio

ns, number cu

bes, spinners, tiles

from a bag, theoretic

al

33


Connections

for

Algebra I

Spring 2006

1

Arkansas D



Connectio

ns to Algebra I

Algebra I

Strand Standards

1. Language of Algebra

Students will deve

lop the la

nguage of algebra including specialized vocabulary, sym

bols, and operatio

ns

2. Solving Equations and Inequalities

Students will write, with and without appropriate tech

nology, equivalent form

s of equations, inequalities and

sys

tems of equatio

ns and solve with fluency

3. Linear Functions

Students will analyze

functio

ns by inve

stig

atin

g rates of change, intercepts, and zeros

4. Non-linear Functio

ns

Students will compare the properties in

the family of functio

ns

5. Data Interpretatio

n and Probability

Students will compare various methods of reporting data to m

ake

inferences or predictio

ns

2

Arkansas D



Connectio

ns to Algebra I

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

Algebra I

Exp

ectatio

ns

Symbols

ELPA.1.H

S.1

Recognize

sym

bols,

operatio

ns, and

basic la

nguage of

algebra

Display or model the

correct number of

items when given

any operation (i.e., 3

+ 5 = ?, 25

= ?,

3−

= ?)

Write the correct

sym

bol w

hen given

the word (i.e., add)

Write the exp

ression

when given a sim

ple

number co

mbinatio

n

and operatio

n (i.e.,

add 3 and 5)

Write the number

sentence

when

given a word

sentence

(i.e

., three

added to what

number is ten, 3 + x

= 10)

Translate word

phrase

s and

sentence

s in

to

exp

ressions,

equatio

ns, and

inequalities, and

vice versa

LA.1.AI.1

LA.1.AI.2

LA.1.AI.3

LA.1.AI.4

LA.1.AI.8

LA.1.AI.9

SEI.2.AI.8

DIP.5.AI.8

Resources- Algebra tiles, counters, color tiles, number cubes, base

-ten blocks

, money, spinners, number cubes

Vocabulary - addition, subtractio

n, multiplication, division, radical, exp

onent, exp

ression, equation, grouping sym

bol, scientific notation, va

riable, manipulative

, order of operatio

ns, equal, less

than, greater than, sq

uare root, probability (theoretica

l and exp

erimental), ch

ance, powers, algebra, fraction, algorithm, associative

property, commutative

property, composite number, consecu

tive

, difference, number sense, number theory, prime number, radicand, units

of measure, undefin

ed

3

Arkansas D



Connectio

ns to Algebra I

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

Algebra I

Exp

ectatio

ns

Equations and Inequalities

ELPA.2.H

S.1

Identify and defin

e

term

inology as it

relates to equatio

ns

and in

equalities

Identify an equatio

n

or inequality, given a

mathematica

l sentence

or visual

represe

ntation (i.e.,

pointin

g to an item

or picture when

given the term

)

Orally state the

proper term

when

given a visual

prompt

Orally defin

e a given

algebraic term

or

visual

represe

ntation

Translate contextual

situations in

to

equatio

ns,

inequalities, and/or

sys

tem of equations

Discuss what types

of equatio

ns,

inequalities, and/or

sys

tem of equations

would be used in

a

contextual situ

atio

n

SEI.2.AI.1

SEI.2.AI.2

SEI.2.AI.3

SEI.2.AI.4

SEI.2.AI.5

SEI.2.AI.6

SEI.2.AI.7

Vocabulary - coefficient, inequality, m

ulti-step equatio

n, numerically, algebraically, graphically, tech

nologically, ve

rbally, systems of two linear equatio

ns, form

ula,

literal equatio

n, absolute value, rate (ratio), proportion, percent, direct and indirect va

riatio

n, rate of change, midpoint, length of a line segment, Pythagorean

Theorem, geometry, whole numbers, natural numbers, rational numbers, integers, real numbers, irratio

nal numbers, distributive

property, in

terest, hyp

otenuse

, additive

inve

rse, scale

4

Arkansas D



Connectio

ns to Algebra I

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

Algebra I

Exp

ectatio

ns

Linear Functions

ELPA.3.H

S.1

Recognize and

define term

inology

as it pertains to

linear functio

ns

Identify the correct

mathematica

l represe

ntation when

given a visual

prompt

(i.e., pointing to an

item or picture when

given the term

)

Orally state the

proper term

when

given a visual

prompt

Orally defin

e linear

functio

ns and their

components when

given a term

or

visual p

rompt


situations in

volving

linear functio

ns and

their components

Discuss the

relatio

nsh

ips of the

components of

linear functio

ns

LA.1.AI.7

LF.3.AI.1

LF.3.AI.2

LF.3.AI.3

LF.3.AI.4

LF.3.AI.5

LF.3.AI.6

LF.3.AI.7

LF.3.AI.8

LF.3.AI.9

Resources - grid paper, graphing calculators, geoboards

Vocabulary - functio

n, relation, function notation, ordered pairs, mapping diagrams, tables, domain, range, independent and dependent va

riables, coordinate

sys

tem, slope, intercepts (x- and y-), parallel, perpendicular, point, line, parameter, line graph, slope-intercept form

, standard form

of a linear equatio

n, x- and y-

axis, ze

ros (real roots), vertical line test, coordinates (x- and y-), constant, graph of a functio

n, point-slope form

, exp

licit equation

5

Arkansas D



Connectio

ns to Algebra I

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

Algebra I

Exp

ectatio

ns

Non-linear Functions

ELPA.4.H

S.1

Recognize and

define term

inology

as it pertains to

non- linear

functio

ns


mathematica

l represe

ntation when

given a visual

prompt



given the term

)

Orally state the

proper term

when

given a visual

prompt

Orally defin

e non-

linear functio

ns and

their components

when given a term

or visual prompt


situations in

volving

non-linear functio

ns

and their

components

Discuss the

relatio

nsh

ips of the

components of non-

linear functio

ns

LA.1.AI.5

LA.1.AI.6

NLF.4.AI.1

NLF.4.AI.2

NLF.4.AI.3

NLF.4.AI.4

NLF.4.AI.5

Resources - graphing calculators, algebra tiles, base-ten m

aterials

Vocabulary - polynomial, greatest common factor, m

onomial, binomial, trinomial, m

inim

um, maximum, ve

rtex, quadratic

equatio

n, factoring, quadratic

form

ula,

vertical s

hift, reflectio

n, term

, absolute value function, exp

onential functio

n, parabola, perfect square trinomial

6

Arkansas D



Connectio

ns to Algebra I

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Connected

Algebra I

Exp

ectatio

ns

Data Interpretation

ELPA.5.H

S.5

Recognize and

define term

inology

as it pertains to

data analysis


mathematica

l represe

ntation when

given a visual

prompt



given the term

)

Orally state the

proper term

when

given a visual

prompt

Orally defin

e data

interpretatio

n

methods and the

components when

given a term

or

visual p

rompt

Interpret data

analysis m

ethods

using contextual

situations

Interpret data

analysis m

ethods

using contextual

situations

DIP.5.AI.1

DIP.5.AI.2

DIP.5.AI.3

DIP.5.AI.4

DIP.5.AI.5

DIP.5.AI.6

DIP.5.AI.7

DIP.5.AI.9

DIP.5.AI.10

Resources - Graphing calculators, grid paper

Vocabulary - Scatter plots, line of best fit, inference

s, matrix (matrices), scalar multiplication, measures of ce

ntral tendency (mean, median, mode, range), box-and-

whisker plots, data, cumulative

frequency histogram, exp

licitly defined, recursively defin

ed, inference, regress

ion, stem-and-leaf display, array, bar graph,

extrapolate, interpolate, patterns

Arkansas D



Connectio

ns to G

eometry

English Language Proficiency

Framework Connections

for

Geometry

Spring 2006

1

Arkansas D



Connectio

ns to G

eometry

Geometry

Strand Standards

1. Language of Geometry

Student will deve

lop the la

nguage of geometry including specialized voca

bulary, reasoning, and application of theorems, properties,

and postulates.

2. Triangles

Students will id

entify and describe typ

es of triangles and their special se

gments. They will use lo

gic to apply the properties of

congruence, sim

ilarity, and in

equalities. The students will apply the Pythagorean Theorem and trigonometric ratio

s to solve

problems in real w

orld situ

atio

ns.

3. Measurement

Students will m

easure and compare, while

using appropriate form

ulas, tools, and technology to solve problems dealing with length,

perimeter, area, and volume.

4. Relationships between two- and three- dim

ensions

Students will analyze

characteristic

s and properties of two- and three-dim


lop m

athematica

l arguments about geometric relationships.

5. Coordinate G

eometry and Transform

ations

Students will specify locatio

ns, apply transform

ations, and describe relatio

nships using coordinate geometry.

2

Arkansas D



Connectio

ns to G

eometry

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Geometry SLE

Connections

Points, Lines, Planes & Angles

ELPG.1.H

S.1

Recognize and

define the basic

vocabulary of

geometry

Identify basic

geometric

vocabulary when

given a picture by

verbal or nonve

rbal

response

State the proper

term

when given a

visual p

rompt (i.e.,

given a prism

, student says

volume

or surface

area)

Define a given

geometric term

or

picture by matching

definition to picture

or word

Define and draw a

picture, given a

geometric term

Identify and

recognize geometric

term

s in context

LG.1.G

.1

LG.1.G

.2

LG.1.G

.3

LG.1.G

.4

LG.1.G

.5

LG.1.G

.6

Vocabulary – Inductive

reaso

ning, deductive

reaso

ning, Venn diagram, matrix logic, co

nditional s

tatement, in

verse, co

nve

rse, contrapositive

, point, line, plane,

segment, ray, angle, geometric figure, figural p

attern, definition, theorem, property, postulate, complementary, supplementary, ve

rtical angles, lin

ear pair,

perpendicular lines, transve

rsal, parallel lines, collinear points, coordinate plane, coplanar points, adjacent angles, conse

cutive

angles, consecu

tive

sides, alte

rnate

interior angles, alternate exterior angles, biconditional statement, conjecture, corolla

ry, justify

3

Arkansas D



Connectio

ns to G

eometry

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Geometry SLE

Connections

Triangles

ELPG.2.H

S.1

Identify and

desc

ribe typ

es of

triangles and their

special segments

Identify types of

triangles and their

special segments

given a picture by a

verbal or nonve

rbal

response

State the proper

term

when given a

visual p

rompt (i.e.,

given a prism

, student says

volume

or surface

area)

Define triangles and

their special

segments given a

term

or picture

Define and draw a

picture, given a term

related to a triangle

and its special

segments

Identify and

recognize triangles

and their special

segments in

context

T.2.G

.1

T.2.G

.2

T.2.G

.3

T.2.G

.4

T.2.G

.5

T.2.G

.6

Vocabulary – congruent triangles, sim

ilar triangle, triangle, triangle inequality theorem, scalene triangle, equila

teral triangle, equiangular triangle, obtuse (angle,

triangle), right (angle, triangle), acute (angle, triangle), altitu

de, median, angle bisector, perpendicular bisector, m

idse

gments, Pythagorean Theorem, special right

triangles (30-60-90, 45-45-90), trigonometric ratio

s, sine, cosine, tangent, angle of eleva

tion, angle of depress

ion, co

ngruent, corresp

onding parts, geometric

mean, incenter, orthocenter

4

Arkansas D



Connectio

ns to G

eometry

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Geometry SLE

Connections

Measurement

ELPG.3.H

S.1

Identify and defin

e

geometric term

s

relatin

g to length,

perimeter, area,

volume and their

form

ulas.

Identify an object,

given a term

, that

represe

nts the typ

e

of measurement

(I.e., given area,

student can point to

a square)

State the proper

term

when given a

visual p

rompt (i.e.,

given a prism

, student says

volume

or surface

area)

Associate the

sym

bolic

represe

ntation with

the term

in a

geometric form

ula

(i.e., given A = l w,

student knows A –

area, l – le

ngth and

w – w

idth)

Select the

appropriate form

ula

given a contextual

situation

Select the

appropriate form

ula

given a contextual

situation

M.3.G

.1

M.3.G

.2

M.3.G

.3

M.3.G

.4

M.3.G

.5

Vocabulary – probability, form

ula, area, perimeter, surface area, vo

lume, polygon, prism

, pyramid, cone, cylinder, sphere, composite figure, attributes, radius,

height, apothem, diameter, proportional reasoning, sca

le drawings, ratio

, proportion

5

Arkansas D



Connectio

ns to G

eometry

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Geometry SLE

Connections

Geometric Figures

ELPG.4.H

S.1

Define and id

entify

characteristics and

properties of two-

and three-

dim

ensional

geometric figures.

Identify a figure,

given the term

(i.e

.,

teach

er sa

ys circle,

student can point to

a picture of a circle)

State the proper

term

when given a

figure (i.e., given a

prism

, student says

prism

)

Sort and identify

when given a

multiple bank of

figures

Identify appropriate

characteristics and

properties of

geometric figures,

given a contextual

situation

Discuss and use

the

properties and

characteristics of

geometric figures

R.4.G

.1

R.4.G

.2

R.4.G

.3

R.4.G

.4

R.4.G

.5

R.4.G

.6

R.4.G

.7

R.4.G

.8

Vocabulary – quadrilateral, sum of the in

terior angles, exterior angle m

easure of a regular polygon, regular polygon, irregular polygon, tessellate, Platonic solids,

central angle, inscribed angle, arc, chord, tangent, secant, circle, sector, inscribed figure, circumscribed figure, orthographic drawing, isometric drawing, three-

dim

ensional object, two-dim

ensional object, cross-section, sides of a polygon, angles of a polygon, sim

ilar polygons, slope, apothem, ce

nter of a circle, ce

ntroid,

circu

mcenter, circu

mference, co

ncentric circles, pentagon, hexa

gon, heptagon, octagon, nonagon, decagon, dodecagon, face, ve

rtices

6

Arkansas D



Connectio

ns to G

eometry

Student Profic

iency Leve

ls

ELP

Student Learning

Exp

ectatio

n

Leve

l 1

Leve

l 2

Leve

l 3

Leve

l 4

Leve

l 5

Geometry SLE

Connections

Coordinate Geometry

ELPG.5.H

S.1

Identify and discuss

coordinate plane

term

inology.

Identify the parts of

the coordinate

plane, given a term

(i.e., teacher says

origin, student ca

n

point to a picture of

a origin)

State the proper

term

when prompted

to a position on the

coordinate plane

Draw and label the

parts of the

coordinate plane

Identify appropriate

coordinate plane

term

inology, given a

contextual situ

atio

n

Discuss and use

the

properties and

characteristics of the

coordinate plane

and its relatio

nships

in contextual

situations

CGT.5.G

.1

CG5.5.G

.2

CGT.5.G

.3

CGT.5.G

.4

CGT.5.G

.5

Vocabulary – coordinate geometry, distance, midpoint, slope, horizo

ntal lines, ve

rtical lines, equatio

n, slope-intercept form

, parallelogram, isosceles triangle,

trapezo

id, equatio

n of a circle, coordinate plane, center of a circle, radius of a circle, diameter of a circle, transform

ation, translation, reflection, rotatio

n, dila

tion

Appendix

for

English Language Acquisition,

English Language Arts Connections

And

Mathematics Connections

1

Arkansas D


English Language Acquisition Frameworks

English Language Proficiency Leve

ls D

escriptors

APPENDIX A


iency Leve

l Desc

riptors

K-2

LISTENIN

G

Leve

l 1

English la

nguage learners at this le

vel are exp

ected to:

•

Understand some is

olated words, particularly vo

cabulary related to social/sc

hool e

nvironments, some high frequency social co

nve

ntio

ns, and sim

ple,

single words, and short phrase

s, directio

ns, commands, and questions;

• Rely on non-verbal c

ues, such as gestures and facial exp

ress

ions and require frequent repetitio

n and rephrasing to understand spoke

n la

nguage;

and

• Need strong situ

atio

nal su

pport to understand m

ost oral language.

Leve

l 2

English la


vel are exp

ected to:

•

Understand sim

ple, sh

ort statements and questio

ns on a well-known topic within a familiar co

ntext;

• Understand tense through the use of adve

rbials or situ

atio

ns, rather than infle

ctional e

ndings;

• Be able to follow sim

ple m

ulti-step directio

ns;

• Identify the m

ain idea and some details of short conve

rsations of sim

ple orally-delivered text on a familiar topic;

• Understand basic grammatica

l structures and voca

bulary in social/sc

hool e

nvironments, but still need frequent repetition and rephrasing; and

• Understand what they have

heard but not va

riatio

ns or recombinatio

ns of what they have

heard.

Leve

l 3

English la


vel are exp

ected to:

•

Understand sentence-length statements and questio

ns that include recombinations of learned language structures on a variety of social a

nd

academic topics;

• Understand sim

ple and compound sentence

s;

• Understand tim

e through the use of sim

ple tenses that may not be supported by adve

rbials of tim

e;

• Understand m

ulti-step directio

ns;

• Understand the difference between statements and questions by intonatio

n, word order, and interrogative

words;

• Understand and be able to id

entify m

ain id

eas and some details from conve

rsations and sim

ple, age-appropriate orally-delivered text with support(s)

in familiar communicative

situations and in aca

demic content areas;

• Begin to in

terpret meaning from conve

rsatio

ns and orally-delivered text, making predictions and drawing conclusions;

• Understand some id

ioms, m

ostly related to social/sc

hool e

nvironment, and have

key vo

cabulary from content areas; and

2

Arkansas D




ls D

escriptors

• Demonstrate awareness of co

hesive device

s but may not be able to use them to follow the sequence

of thought throughout an oral text.

Leve

l 4

English la


vel are exp

ected to:

•

Understand conve

rsatio

ns in m

ost social/s

chool e

nvironments;

• Understand m

ain id

eas and significant details of extended discussions or prese

ntations on familiar and releva

nt academic topics;

• Be able to comprehend conve

rsatio

ns and orally-delivered texts invo

lving descriptio

n and narration in different tim

e frames or conditions;

• Understand m

ost of the basic la

nguage form

s of spoken English, including tim

eless conditionals and sentences using clauses and phrases;

• Be able to understand cohesive device

s to follo

w the sequence of an oral p

rese

ntational text;

• Comprehend m

ost grade-leve

l vocabulary and idioms, especially in

social/s

chool e

nvironments, and are beginning to deve

lop a wide range of aca

demic

vocabulary related to content areas with supports, su

ch as visuals and rephrasing;

• Understand m

ultiple m

eanings of words; and

• Be able to use context clues to understand m

ess

ages

Leve

l 5

English la


vel are exp

ected to:

•

Understand m

ost grade-leve

l appropriate content-area and social/a

cademic speech

; •

Understand the m

ain ideas and releva

nt details of exp

ected discuss

ions or oral presentatio

ns on a range of familiar and unfamiliar topics comparable to a

native

English speaker at the same grade leve

l;

• Be capable of making interpretations of what they hear;

• Understand m

ost of the complex structures of spoken English relative

to their grade le

vel; and

• Have

a broad range of vo

cabulary, including idiomatic

language, relatin

g to both content areas and social/s

chool environments.

SPEAKIN

G

Leve

l 1

English la


vel are exp

ected to:

•

Say or repeat co

mmon phrases, words, and form

ulaic la

nguage;

• Provide some basic inform

ation in response

to questio

ns and requests; and

• Ask one or two-w

ord questio

ns without regard to structure and intonation.

Leve

l 2

English la


vel are exp

ected to:

3

Arkansas D




ls D

escriptors

• Use form

ulaic patterns and m

emorize

d phrases;

• Im

itate telegraphic la

nguage due to the omission of some m

eaningful linguistic

component when they deviate from form

ulaic la

nguage;

• Use language that is m

arked by the lack of number, tense, and agreement.

• Use sim

ple transitio

n m

arkers, usually “and” to link id

eas;

• Rely on schemata in their first language;

• Demonstrate vocabulary lim

ited to key words and few or no academic vocabulary;

• Respond to questio

ns usu

ally with one or two-w

ord answers; and

• Speak about a known topic.

Leve

l 3

English la


vel are exp

ected to:

• Restructure le

arned la

nguage to communicate on a range of subjects;

• Use speech that is still marked by errors in

tense

, agreement, pronoun use, and in

flections;

• Make errors that seldom in

terfere with communicatio

n in

sim

ple sentence

s, but so not interfere in complex constructio

ns;

• Be lim

ited in vocabulary, especially aca

demic vocabulary;

• Retell, describe, narrate, questions, and give in

structions, alth

ough they may lack fluidity and fluency when not using practice

d or form

ulaic language; and

• Use language to talk about, connect, and sometimes exp

and on a known topic.

Leve

l 4

English la


vel are exp

ected to:

•

Restructure the la

nguage that they know to m

eet the creative

demands of most so

cial a

nd academic situations;

• Respond with m

ostly coherent, unified, and appropriately sequenced responses to another speaker in form

al and in

form

ation conve

rsatio

ns;

• Use some device

s to connect ideas logically, demonstrating a range of grammatical s

tructures;

• Make some errors in tense, agreement, pronoun use, and in

flectio

ns;

• Have

sufficient vo

cabulary to communicate in non-academic situations and m

ost academic situations;

• Engage in extended discu

ssions;

• Use language to talk about, connect, and exp

and on a topic;

• Begin to use la

nguage to reaso

n; and

• Demonstrate fluency but may still hesita

te in

spontaneous communicative

situatio

ns.

Leve

l 5

English la


vel are exp

ected to:

• Respond orally with coherent, unified, and appropriately sequence

d response

s;

• Use a variety of devices to connect ideas lo

gically;

4

Arkansas D




ls D

escriptors

• Understand and use a range of complex and sim

ple grammatic

al s

tructures, as appropriate for topic and for type of discourse;

• Demonstrate the use

of grammar and voca

bulary that is comparable to that of a m

inim

ally profic

ient native

English speaker;

• Make grammar errors in

speech

that seldom im

pede communication and their range of so

cial/sc

hool and academic vocabulary allows a precision of

speech comparable to a native English speaker;

• Engage effective

ly in non-interactive

speech;

• Use language effective

ly to connect, tell, exp

and, and reason; and

• Show flexibility, creativity, and spontaneity in speech in a variety of contexts.

•

READIN

G

Leve

l 1

English la


vel are exp

ected to:

•

Demonstrate an understanding of concepts of print (e.g., front-to-back

, top-to-bottom, left-to-right) and begin to track print;

• Distinguish le

tters from other symbolic represe

ntatio

ns;

• Follo

w one-step directio

ns depicted graphically; and

• Im

itate the act of reading (e.g., holding a book and turning pages; howeve

r, they comprehend m

eaning only through pictures.

Leve

l 2

English la


vel are exp

ected to:

•

Begin to id

entify the names of both upper and lower case le

tters of the alphabet;

• Begin to recognize that words serve different functio

ns (e.g., nouns, ve

rbs, adjective

s);

• Follo

w m

ulti-step directio

ns depicted graphically; and

• Comprehend m

eaning primarily through pictures and from the teacher’s tone of vo

ice and gestures during read alouds.

Leve

l 3

English la


vel are exp

ected to:

•

Deve

lop phonemic awareness skills that allows them to read single words and sim

ple text w

ith comprehension;

• Use visual and teach

er supports when reading;

• Demonstrate reading that is hesita

nt and diffic

ult to understand due to the la

ck of oral language profic

iency;

• Have

a small repertoire of high frequency words;

• Begin to use sim

ple reading strategies and to m

ake

self, world, and other text connectio

ns to the text that they are reading;

• Comprehend sim

ple sentence

structure and sentences with sim

ple compounding;

• Recognize that words serve different functio

ns, have

multiple m

eanings, and have

both syn

onym

s and antonym

s; and

• Identify some story elements and retell the m

ajority of the story with teacher support.

5

Arkansas D




ls D

escriptors

Leve

l 4

English la


vel are exp

ected to:

•

Read familiar text w

ith little

visual and/or teacher support;

• Need supports when reading to comprehend unfamiliar texts;

• Apply phonemic awareness

skills to read m

ore complicated texts;

• Have

oral flu

ency and use

self-monito

ring and self-correctio

n strategies when necessa

ry;

• Use pre-, during, and post-reading strategies but still need teacher promptin

g to use these

skills;

• Identify all story elements;

• Recognize cause

and effect relationships in the texts that they read;

• Comprehend text in read alouds and participate in

the m

ajority of read aloud activitie

s; and

• Read across

text typ

es and apply what they read to other activities.

Leve

l 5

English la


vel are exp

ected to:

•

Participate in reading activities with little

teacher support at a le

vel co

mparable to English-speaking peers;

• Read for different purpose

s across a variety of text typ

es;

• Have

an increasing range of receptive

nonaca

demic and aca

demic vocabulary that allows them to read with greater fluency;

• Understand m

ultiple word m

eanings;

• Have

greater comprehension as a result of their in

creasing control o

f the structures of English; and m

ake

connectio

ns between what they read and other

exp

eriences and tasks

.

WRITIN

G

Leve

l 1

English la


vel are exp

ected to:

•

Participate in writing by drawing pictures;

• Copy letters or form

them from m

emory and copy some words;

• Im

itate the act of writing (e.g., scribbling); howeve

r, their text does not transmit a m

essage; and

• Apply some writing conve

ntio

ns, but do so in

appropriately, or so do correctly only when copying.

Leve

l 2

English la


vel are exp

ected to:

•

Participate in writing activitie

s by drawing pictures or dictatin

g words;

• Write correct words and short telegraphic sentence

s;

6

Arkansas D




ls D

escriptors

• Revise or edit their writing with teach

er support;

• Produce

writing that is m

arked by the la

ck of tense, number, and agreement.

Leve

l 3

English la


vel are exp

ected to:

•


s with some teacher support;

• Write sim

ple and compound sentences and begin to write with phrases;

• Use sim

ple tense

s, number, and agreement with random errors;

• Use transition words to link sentences and order sentences lo

gically;

• Edit for sentence-leve

l structure, spelling, and m

echanics;

• Revise for content, organizatio

n, and vocabulary, usually with the support of the teacher;

• Have

a good range of so

cial vo

cabulary and begin to use m

ore academic content-sp

ecific

words; and

• Use fewer visual su

pports, shared exp

eriences, and scaffolding during the writing process.

Leve

l 4

English la


vel are exp

ected to:

•


s with m

inim

al teacher support;

• Restructure la

nguage that they know to m

eet the creative

demands of most social and aca

demic situations;

• Write m

ostly coherent, unified, and appropriately sequenced sentence

s;

• Use devices to connect ideas logically;

• Use a range of grammatic

al structures and switch appropriately from one tense to another as required by the tim

e frame of their text;

• Make some errors in tense, agreement, pronoun use, and in

flectio

ns;

• Demonstrate use of social vo

cabulary and a functio

nal aca

demic vocabulary that allo

ws them to participate m

eaningfully in

content class

es;



echanics; and


n, and vocabulary.

Leve

l 5

English la


vel are exp

ected to:

•

Participate fully in writing activities with limited teacher support;



echanics;


n, and vocabulary;

• Use complex sentence structures with some errors

• Edit for syn

tax and grammar;

• Use a range of nonacademic and academic vocabulary that allo

ws for precision;

7

Arkansas D




ls D

escriptors

• Begin to use alternative

word m

eanings for different audience

s and purposes; and

• Use appropriate writing conve

ntions with some errors that do not affect comprehensibility.

8

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English Language Arts G

lossary


iency Leve

l Desc

riptors

3-12

LISTENIN

G

Leve

l 1

English la


vel are exp

ected to:

•

Understand some common words or key phrase

s, especially when highly contextualized or when cognates;

• Understand some high-frequency, single-w

ord, or single-phrase directions when highly contextualized; and

• Use their limited knowledge of sim

ple structural patterns to id

entify the communicative intent of the speaker.

Leve

l 2

English la


vel are exp

ected to:

•

Understand sim

ple and short statements, questio

ns, and m

ess

ages on familiar topics in

social/sc

hool s

ettings;

• Understand the m

ain idea of simple m

essa

ges and conve

rsatio

ns;

• Understand m

ost common or critic

al inform

ation in the classroom and begin to identify and understand only key words, phrases, and cognates in

content-

area settings;

• Begin to understand straight forw

ard, single-step directions, and speaker’s purpose;

• Have

lim

ited understanding of details and only of those that are exp

licitly stated and that support sim

ple, direct messa

ges, or presentatio

ns;

• Extrapolate from text if related to very basic id

eas;

• Understand sim

ple, basic grammatical s

tructures; and

• Understand sim

ple, basic eve

ryday vo

cabulary of sp

oke

n English in

the social/sc

hool e

nvironment and common, eve

ryday activitie

s.

Leve

l 3

English la


vel are exp

ected to:

•

Understand m

ain id

eas in short conve

rsatio

ns or general s

ocial/sc

hool topics;

• Demonstrate general understand of short m

ess

ages or texts, as well as lo

nger conve

rsatio

ns in

familiar communicative

situ

atio

ns and in

academic

content areas;

• Demonstrate detailed understanding of short discrete exp

ressions, but not of longer co

nve

rsatio

ns and m

essa

ges;

• Understand single-step and m

ulti-step directio

ns;

• Being to in

terpret text on the basis of understanding its purpose;

• Understand some exp

licitly exp

ress

ed points of view;

• Draw sim

ple conclusions;

• Understand frequently-used verb tenses and word-order patterns in

sim

ple sentences;

• Understand a range of vo

cabulary and some id

ioms, mostly related to social/sc

hool environments; and

• Have

some key vo

cabulary from content areas.

9

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lossary

Leve

l 4

English la


vel are exp

ected to:

•

Understand speech

in m

ost social/school se

ttings;

• Understand m

ain id

eas and some key supporting id

eas in

content-area settings;

• Understand m

ulti-step directio

ns;

• Understand m

ain id

eas and significant releva

nt details of extended discussions or presentations on familiar and releva

nt academic topics;

• Interpret text on the basis of understanding the purpose of text w

hen it is on a familiar topic;

• Understand and m

ake subtle

extrapolations from sophistic

ated speake

r perspective

s;

• Understand m

ost of the basic la

nguage form

s of spoken English and deve

lop understanding of more complex structures;

• Understand a wide range of vo

cabulary and idioms, especially of social/sc


• Deve

lop a wide range of technical vocabulary related to content areas.

Leve

l 5

English la


vel are exp

ected to:

•

Understand a significant amount of grade-leve

l, content-area and social/s

chool sp

eech;

• Understand the m

ain ideas, as well as releva

nt details and often subtle

meaning of extended discussions or prese

ntations, on a range of familiar and

unfamiliar topics comparable to a native

English speaker at the same grade leve

l;

• Interpret what they listen to on the basis of understatin

g the speake

r’s purpose

; •

Understand m

ost of the complex structures of spoken English relative

to their grade le

vel; and

• Have

a broad range of vo

cabulary, including idiomatic

language, relatin

g to both content areas and social/s

chool environments.

SPEAKIN

G

Leve

l 1

English la


vel are exp

ected to:

•

Repeat common phrase

s with very sim

ple structures;

• Say a few, common, eve

ryday words; and

• Provide some basic inform

ation in response

to requests.

Leve

l 2

English la


vel are exp

ected to:

•

Use predominately form

ulaic patterns in speech

without regard to their connectivity;

• Use some very sim

ple transitional m

arkers;

• Use form

ulaic patterns and m

emorize

d phrases relying on sch

emata in

their first language;

• Make frequent mistakes in

word order and grammar that may im

pede communicatio

n;

• Use social/s

chool vocabulary that is limite

d to key words;

10

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lossary

• Have

little

or no technical vo

cabulary;

• Rely on survival vo

cabulary (e.g., needs and wants) and vocabulary provided by others for co

mmunication;

• Be able to name or list and sometim

es tell or connect; and

• Demonstrate lim

ited voca

bulary and knowledge of English structures that may im

pede flexibility.

Leve

l 3

English la


vel are exp

ected to:

•

Display some use of disco

urse features but mainly rely on familiar, discrete utterances;

• Rely on sim

ple transitional markers and use

common, straight forw

ard grammatic

al s

tructures;

• Make errors in

tense agreement, pronoun use

, and in

flectio

ns, but these errors seldom in


n in

sim

ple sentences but may

interfere in

complex constructio

ns or when talking about academic is

sues;

• Be lim

ited in vocabulary, especially aca

demic and technical vocabulary;

• Use repetitio

n; eve

ryday im

precise words; and code-switching to sustain conve

rsatio

n;

• Use idiomatic

exp

ressions;

• Retell, describe, narrative, question, and give sim

ple, concrete instructions;

• Use language to connect and to tell and sometim

es to exp

and;

• Demonstrate some creativity and flexibility but often repeat themse

lves and hesitate; and

• Use pronunciation patterns that frequently interfere with communicatio

n.

Leve

l 4

English la


vel are exp

ected to:

•

Supply m

ostly coherent, unified, and appropriately sequenced resp

onses;

• Use some device

s to connect ideas logically;

• Use a range of grammatic

al structures;

• Make errors in

tense, agreement, pronoun use

, and in

flectio

ns, but these errors usu

ally do not interfere with communicatio

n;

• Have

sufficient vo

cabulary to communicate in nonacademic situatio

ns and some aca

demic and technical environments;

• Use idiomatic

exp

ressions appropriately;

• Engage in extended discu

ssions;

• Use language to connect tell and exp

and;

• Use language to reason;

• Demonstrate flexibility, creativity, and spontaneity that is adequate for the communicative

situ

atio

n; and

• Demonstrate pronunciation that occ

asionally interferes with communication.

Leve

l 5

English la


vel are exp

ected to:

•

Supply coherent, unified, and appropriately sequenced resp

onses;

• Use a variety of devices to connect ideas lo

gically;

• Understand and use a range of complex and sim

ple grammatic

al s

tructures, as appropriate for topic and for type of discourse;

11

Arkansas D




lossary

• Use grammar and vocabulary that are comparable to that of a native English speake

r;

• Make grammar errors that seldom in


n;

• Understand and use a variety of idioms;

• Engage in non-interactive speech;

• Use language effective

ly to connect, tell, exp

and, and reason;

• Show flexibility, creativity, and spontaneity in speech in a variety of contexts; and

• Demonstrate pronunciation patterns (i.e., stress

and in

tonatio

n) that may be in

fluence

d by their first language but se

ldom interfere with communication.

READIN

G

Leve

l 1

English la


vel are exp

ected to:

•

Identify isolated words and key phrases and cognates, especially when highly contextualized;

• Understand some high-frequency written directio

ns, especially when highly contextualized.

Leve

l 2

English la


vel are exp

ected to:

•

Understand short and sim

ple authentic

texts for inform

ative

or social p

urpose

s (e.g., environmental p

rint, form

ulaic texts);

• Understand short texts and trade books

; •

Understand some straightforw

ard, written directions;

• Understand m

ain id

eas;

• Identify a few exp

licit supporting ideas of simple authentic

inform

ative and narrative

materials when they contain sim

ple la

nguage structures or rely

heavily on visual cu

es or some prior exp

eriences with the topic;

• Have

lim

ited understanding of text purpose;

• Exp

erience

diffic

ulty extrapolatin

g from text unless

related to very basic ideas;

• Understand sim

ple basic grammatic

al s

tructures of written English in

the social/s

chool e

nvironment; and

• Understand sim

ple, basic, eve

ryday vo

cabulary of the social/s

chool e

nvironment and common, eve

ryday activities.

Leve

l 3

English la


vel are exp

ected to:

•

Understand authentic

narrative and descriptive

texts at appropriate readability le

vels;

• Understand content-area texts at appropriate readability leve

ls;

• Understand sim

ple written directions, as well as some complex directions;

• Understand m

ain id

eas of narrative

and descriptive

texts and some of the m

ain points of exp

osito

ry and persuasive texts when they deal w

ith areas of

personal interest or topic familiarity;

• Begin to understand text purpose;

• Understand some supporting id

eas of exp

osito

ry and persuasive texts when dealin

g with areas of so

cial interest;

• Understand some exp

licitly exp

ress

ed points of view;

• Draw sim

ple conclusions;

12

Arkansas D




lossary

• Understand a range of vo

cabulary and some id

ioms, mostly related to social/sc


• Have

some key vo

cabulary from content areas.

Leve

l 4

English la


vel are exp

ected to:

•

Understand m

ost nonacademic and non-tech

nical texts appropriate for grade leve

l;

• Understand content area texts, mostly on familiar topics and at appropriate readability leve

ls;

• Understand excerpts from literature;

• Understand m

ost written directio

ns;

• Understand m

ain id

eas of a broad range of texts;

• Interpret text on the basis of its

purpose

; •

Understand significant releva

nt details;

• Make extrapolations of extended narrative

s or presentatio

ns on familiar academic topics;

• Understand sophistic

ated writer perspective

s;

• Understand m

ost of the basic la

nguage form

s of written English and deve

lop understanding of more complex structures;

• Understand a wide range of vo

cabulary and idioms, especially of social/sc


• Deve

lop a wide range of academic and technical vo

cabulary related to content areas.

Leve

l 5

English la


vel are exp

ected to:

•

Understand the range of texts ava

ilable to native English speakers, including literary and aca

demic genres and texts from social/s

chool se

ttings;

• Understand m

ain id

eas and extract precise and detailed in

form

atio

n from a range of texts of familiar and unfamiliar topics in

a number of genres

comparable to a native

English speake

r at the same grade le

vel;

• Interpret text on the basis of understanding its purpose

; •

Understand and eva

luate m

ultiple perspectives of meaning;

• Understand complex structures of written English; and

• Have

a broad range of vo

cabulary and id

ioms related to social and academic topics.

WRITIN

G

Leve

l 1

English la


vel are exp

ected to:

•

Copy letters or form

them from m

emory;

• Write words, but the text m

ay not transm

it a coherent mess

age;

• Use few discourse features in their writing;

• Use inappropriate text structure and sentence-leve

l structure in their writing; and

• Attempt to use writing conve

ntio

ns, but do so in

appropriately, or do so correctly only when copying.

13

Arkansas D




lossary

Leve

l 2

English la


vel are exp

ected to:

•

Use some basic rhetorica

l features, such as ordering sentences appropriately and using sim

ple cohesive devices;

• Revise their writing with teacher or peer su

pport;

• Write sim

ple sentences in the present tense with subject-ve

rb-object constructio

ns that are likely to be repetitive;

• Edit with exp

licit support and directio

n;

• Have

lim

ited vocabulary;

• Make frequent errors in

mechanics; and

• Demonstrate a text range lim

ited to narrative or sim

ple descriptive

. Leve

l 3

English la


vel are exp

ected to:

•

Demonstrate some use

of disco

urse features, su

ch as transition words and sentence order;

• Begin to revise for content, organization, and voca

bulary;

• Demonstrate comprehensible use of basic sentence structures, with errors;

• Begin to edit for se

ntence-leve

l structure;

• Use eve

ryday vo

cabulary but know very few academic content-specific words;

• Demonstrate some variatio

n in

register, voice, and form

; •

Make frequent mechanical e

rrors, particularly when exp

ressing complex thoughts or tech

nical ideas; and

• Compose narrative and some desc

riptive texts and begin to write exp

ository and persuasive

texts.

Leve

l 4

English la


vel are exp

ected to:

•

Demonstrate m

ostly successful use

of discourse features, such as transition words and sentence

order;


n, and vocabulary;

• Show good control of the m

ost frequently-used grammatic

al s

tructures with errors;


l structure;

• Have

sufficient vo

cabulary to exp

ress themselves with some circu

mlocu

tions, which are m

ore frequent in academic contents;

• Demonstrate some awareness of audience in

the tone of their writing;


ntions, with circu

mlocu

tions and errors that infrequently affect comprehensibility; and

• Compose a variety of texts (e.g., narrative

, desc

riptive

, exp

ository, persuasive

).

Leve

l 5

English la


vel are exp

ected to:

•

Use disco

urse features, such as transition phrases and word order;


n, and vocabulary;

• Use complex sentence structures, with some errors, and edit for syn

tax and grammar;

14

Arkansas D




lossary

• Have

a range of tech

nical a

nd nonacademic voca

bulary that allo

ws for precision;

• Begin to use alternative

word m

eanings;


ntions with some errors that do not affect comprehensibility; and

• Compose a variety of texts (e.g., narrative

, desc

riptive

, exp

ository, persuasive

).

1

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lossary

Arkansas English Language Arts Frameworks G

lossary

Acrostic

s

A kind of word puzzle sometim

es used as a teaching tool in vocabulary deve

lopment in w

hich lines of ve

rse or

prose are arranged so that words, phrases, or sentences are form

ed w

hen certain le

tters from each line are used

in a certain sequence

Alliteration

The repetition of initial c

onsonant sounds in

closely positioned w

ords or stressed syllables for aural effect

Anaphora

The deliberate repetitio

n of a w

ord or phrase usually at the beginning of seve

ral s

uccessive verses, clauses, or

paragraphs; for example, “W

e shall fight on the beaches, we shall fight on the landing grounds, we shall fight in

the fields and in the streets, we shall fight in the hills” (W

inston S. Churchill).

Archetype

A sym

bol, theme, setting, or character-type that recurs in

different tim

es and places in

lite

rature so frequently or

prominently as to suggest that it embodies some essentia

l element of “universal” human experience, such as

Frankenstein, Dracula, and D

r. Jekyll a

nd M

r. H

yde, the archetypes that have

influenced horror stories.

Assonance

The repetition in w

ords of identical or sim

ilar vowel s

ounds in closely positioned w

ords, as /a/ in the m

ad hatter,

for aural e

ffect

Cinquain

A five-line stanza

of syllabic verse. The five lines have, respective

ly, tw

o, four, six, eight, and two syllables.

Closed syllable

A syllable ending w

ith one or more consonants

Commentary inform

atio

n

Student writer’s in

terpretations and inferences supported w

ith concrete inform

atio

n

Concrete inform

atio

n

Factual m

aterial from the text

Content prose (text)

Prose selectio

ns taken from across the curriculum

Couplet

A pair of rhym

ing verse lines, especially lines of the same le

ngth

Descriptive

writing

Provides details about an object, place, or person purposefully to m

ake the experience depicted come alive for

the reader

Diamantes

Poetry arranged in a diamond pattern using seve

n lines in

the follo

wing m

anner: line 1, one w

ord subject (noun);

line 2, tw

o adjective

s describing line 1 noun; lin

e 3, three participles ending in

-ing or -ed to describe line I noun;

line 4, four words - two related to the noun in line 1 and two related to the noun in

line 7 (they may be arranged

concurrently or alternately, as the originator of the poem wishes); line 5, three participles ending in -ing or -ed to

describe line 7 noun; line 6, tw

o adjective

s describing line 7 noun; line 7, one w

ord growing out of or opposite

to

line 1 noun (another noun)

Digraph

Two le

tters that represent one speech sound, such as ch for /ch/ in chin or ea for /e/ in bread

Discourse

Purposeful communicatio

n betw

een people

Disinform

atio

n

Deliberately m

isleading inform

atio

n announced publicly or leaked by a government or especially by an

intelligence agency for the purpose of influencing public opinion or the government in another nation: “H

e w

ould

be the unconscious channel for a piece of disinform

atio

n aim

ed at another country's in

telligence service” (K

en

Follett).

Embedding

Process of combining sentence in w

hich one clause or phrase is

contained inside another

Evaluation

Judgment of perform

ance as process or product or change

Expository text/writing One of the four traditional form

s of composition in speech and w

riting (expository, narrative

, descriptive

, and

persuasive), intended to set forth or explain

Fluency

The clear, rapid, and easy expression of ideas in reading, writin

g, or speaking: move

ments that flow smoothly,

2

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lossary

easily, and readily

Focused freewriting

Freewriting that is restricted by tim

e or topic

Free verse

Verse w

ith an irregular metrical p

attern and line length

Freewriting

Writin

g that is unrestricted in form

, style, content and purpose; a technique designed to aid the student-writer in

finding a personal vo

ice through uninhibite

d expression

Genre

A form

or style of writin

g, such as narrative

(a story), inform

ative (a report), or functio

nal (instructio

ns)

Homographs

Words that are spelled the same but may sound different and have

different meanings, such as m

inute (a m

inute

of tim

e) and m

inute (ve

ry small)

Homonym

s

Words that sound the same and have

the same spelling but have

different meanings, such as table (a piece of

furnitu

re) and table (a list of inform

atio

n)

Homophones

Words that sound the same but are spelle

d differently and have

different meanings, such as hear and here

Infographics

Inform

atio

n conve

yed by graphic elements, including charts, graphs, etc., often contained in

print media

Inversion

An interchange of position of adjacent objects in

a sequence, especially a change in

norm

al word order, such as

the placement of a verb before its subject

Kinds of sentences

Declarative

—makes a statement or expresses and opinion and ends w

ith a period; im

perativ

e—

makes a request

or gives a command and ends w

ith eith

er a period or an exclamatio

n point; exclamatory—

expresses strong

feeling and ends w

ith an exclamatio

n point; interrogative—

asks a questio

n and ends w

ith a question m

ark

Lim

erick

s

A fixed form

of light ve

rse of five

lines w

ith a rhym

e scheme of aabba and specific m

eter, used exclusively for

humorous or nonsense verse

Lite

rary device

An all-purpose term

used to describe any literary technique deliberately used to achieve

a specific effect

Lite

rary prose

Prose selectio

ns taken from nove

ls, short stories, essays, etc.

Mechanics

Includes the system of sym

bols and cuing devices a w

riter uses to help readers m

ake m

eaning. Features are

capita

lizatio

n, punctuation, form

atting, and spelling.

Mode of writing

The m

ajor types of written discourse: persuasive, exposito

ry, narrative

; descriptive

Narrative

Text in any form

(print, oral, or visual) that recounts events or tells a story

Nonprint text

Any text that creates m

eaning through sounds or im

ages or both, such as photographs, drawings, colla

ges, film

s,

videos, computer graphics, speeches, oral poems and tales, and songs

Onset

The consonants preceding the vowel of a syllable, as /str/ in strip and /c/ in cat

Organizational structure

Compare/contrast, analyze

cause/effect, chronological order, inference, and evaluatio

n

Persona

An assumed id

entity or fictional “I” assumed by a w

riter in a literary w

ork; thus the speaker or narrator

Personal vo

ice

In w

riting, the distin

ctive w

ay in w

hich the w

riter expresses id

eas w

ith respect to style, form

, content, purpose,

etc; author’s voice

Phoneme

The smallest units

of sound in

a given language (The phonemes in

the w

ords are not always the same as the

letters in

a w

ord. In the w

ord dog, there are three phonemes [d-o-g] and three letters. In the w

ord snow, there are

three phonemes [s-n-o] but four letters.)

Phonics

A term

generally used to refer to the system of sound-letter relationships used in reading and w

riting. Phonics

begins w

ith the understanding that each letter (or grapheme) of the English alphabet stands for one or more

sounds (or phonemes).

Point of view

The angle of vision from which a story is

told; the four basic points of view are 1) omniscient –the author tells the

story, using third person, and knows all and is

free to tell anything, including w

hat other characters think and feel

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and w

hy they act as they do; 2) lim

ited omniscient—

the author tells the story, using third person, but lim

its him

self

to a complete knowledge of one character and tells only w

hat that one character thinks, feels, see, or hears; 3)

first person—

the story is told by one of the characters, using first person; 4) objective

(or dramatic

)—the author

tells the story, using third person, but is lim

ited to reporting w

hat his characters say or do and does not interpret

their behavior or tell their thoughts or feelings

Portfolio

A systematic

and purpose collection of a variety of materials related to student learning. R

ather than an archive

of all the student’s

work throughout the year, a portfolio can serve as both an instructio

nal and an assessm

ent

tool. The essential c

ontents of both instructio

nal a

nd assessm

ent portfolios are samples of student perform

ance

in important learning activities, student, teacher, and parent reflections on those samples, and any other releva

nt

inform

atio

n that documents a student’s deve

lopmental status and progress ove

r time.

Practic

al text

Functio

nal inform

atio

n useful in everyday applicatio

ns, including m

anuals, handbooks, warranties, etc.

Presentation

May be oral, w

ritten, graphic, or musical a

nd include art, music, writing

Pre-w

riting activities

List, survey, read, discuss, freewrite (focused/unfocused), learning and reading log, gather data, conduct

experiments, debate, interview, observe, use visual aids in

cluding m

apping, webbing, and form

al o

utlining to

gather and organize m

aterial for writing

Primary sources

Firsthand in

form

atio

n, including m

emoirs, interviews, letters, and public documents

Prose

The ordinary language of men in speaking or writing; language not cast in poetical measure or rhythm;

distinguished from verse or metrical c

omposition. I speak in

prose, and let him

rym

es m

ake. --Chaucer.

Quatrain

A stanza

or poem of four lines, rhym

ed or unrhym

ed

Rhetorical devices

Use of language m

ainly by the arrangement of words to achieve special effects

Rhetorical s

trategies

Plans used in arranging w

riting tasks or compositions, including comparison/contrast, narration, descriptio

n,

process analysis, etc.

Rim

e

A vowel a

nd any follo

wing consonants of a syllable, such as /ack/ in black (Not all words or syllables have

an

onset, but they all have

a rim

e. O

ut is a rim

e without an onset.)

Rubric

A scoring guide used to evaluate the quality of a student perform

ance; typically, a rubric lists criteria that describe

leve

ls of proficiency on a task

Secondary sources

Works that have

been colle

cted, interpreted, or published by someone other than the original s

ource

Sentence form

atio

n

Reflects the w

riter’s ability to form

competent, appropriately m

ature sentences to express thoughts. Features of

this w

riting domain are completeness, absence of fused sentences, expansion thorough standard coordinatio

n

and m

odifiers, embedding through standard subordination and m

odifiers, and standard w

ord order.

Sentence Patterns

S-V

= Subject + Verb

S-V

-DO= Subject + Verb + D

irect Object

S-V

-IO-D

O= Subject + Verb + Indirect Object + D

irect Object

S-LV-P

N = Subject + Linking Verb + Predicate N

ominativ

e

S-LV-P

A = Subject + Linking Verb + Predicate Adjective

Sentence Typ

es

see Typ

es of Sentences below

Socratic

discourse

A technique in w

hich a teacher does not give in

form

atio

n directly but instead asks a series of questions, with

the

result that the student comes either to the desired knowledge by answering the questio

ns or to a deeper

awareness of the lim

its of knowledge

Sound devices

Words with

meanings or functio

ns that are indicated by their pronunciation, including onomatopoeia, alliteration,

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lossary

consonance, etc.

Style

The characteristic

s of a w

ork that reflect the author’s distin

ctive

way of writing; an author’s use of language, its

effects, and its appropriateness to the author’s in

tent and theme

Syn

tax

The rules by which w

ords are combined to form

grammatic

ally correct sentences (i.e

., plurals, future tense, etc.);

the study of how sentences are form

ed and the grammatic

al rules that gove

rn their form

atio

n

Text Features

Form

at, italics, headings, sub-headings, graphics, sequence, diagrams, illustrations

Tone

The im

plied attitude toward the subject matter or audience of a text that readers m

ay infer from the text’s

language, im

agery, and structure

Typ

es of sentences

Sim

ple—

consists of one independent clause; compound—

consists of tw

o or more in

dependent clauses;

complex—

consists of one independent clause and one or more dependent (subordinate) clauses; compound-

complex—

consists of tow or more in

dependent clauses and one or more dependent (subordinate) clauses

Usage

Comprises the w

riter’s use of word-leve

l features that cause w

ritten language to be acceptable and effective for

standard discourse. Features are standard inflections, agreement, w

ord m

eaning, and conventions.

Visual a

ids

Presentational tools that appeal to the sight and are used for illustration and demonstration

Visualization

The process or result of mentally picturing objects or eve

nts that are norm

ally experienced directly

Voice

*see Personal vo

ice

Writin

g process

The m

any aspects of the complex act of producing a w

ritten communicatio

n, specifically, planning, drafting,

revising, editing, and publishing

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Glossa

ry for K-8 M

athematic

s Framework

Absolute value

A number's distance from zero on a number line Ex. The absolute value of 2 is

equal to the absolute value of -2.

Acute angle

An angle whose m

easure is

less than 90° and greater than 0°

Addends

Numbers that are being added in an addition problem

Adjace

nt angles

Two angles that have

a common side and a common vertex and whose in

teriors do not ove

rlap

Algebraic equations

A m

athematic

al s

entence in

volving at least one variable and sometim

es numbers and operation sym

bols Ex. n – 10 = 2

Algebraic exp

ressions

A m

athematica

l phrase in

volving at least one variable and sometim

es numbers and operatio

n sym

bols

Ex. n – 2

Algorithm

A rule or procedure used to complete an exe

rcise or solve a problem

Alternate in

terior angles

A pair of angles form

ed when a third line (a transve

rsal) cross

es two other lines (These angles are on opposite sides of the

transve

rsal a

nd are in

side the other two lines.)

Alternate exterior angles

A pair of angles form

ed when a third line (a transve

rsal) cross

es two other lines (These angles are on opposite sides of the

transve

rsal a

nd are outside the other two lines.)

Analog clock

A device with an hour, m

inute and seco

nd hand which shows a continuous sweep of tim

e passing rather than in “jumps”

Ex. digital

Area

The amount of space in square units

Associative

property

The sum or product of three or more numbers is

the same, regardless of how the numbers are paired

Ex. a + (b + c) = (a + b) + c, a • (b • c) = (a • b) • c

Attribute

A characteristic

of an object (color, shape, size

) Bar graph

A graph that use

s horizo

ntal or ve

rtical bars to represent data that do not touch

Basic m

easu

res

The units of measurement used to find distance, capacity and weight (The M

etric system m

easures distance with m

eters, ca

pacity

with liters, and m

ass

with grams. The customary sys

tem m

easures distance with in

ches, feet, yards, and m

iles, capacity with cups,

quarts, and gallons, and weight with ounce

s, pounds, and tons.)

Benchmark fractio

ns

A fractio

n that can be used to estim

ate the size of other numbers: 0, 1 4

, 1 2

, 3 4

, 1

Box and W

hisker plot

Organization of data in a graph that shows the m

inim

um, first quartile

, median, third quartile, and m

aximum values (The graph uses a

rectangle (or box) to represe

nt the m

iddle 50% of the date (interquartile range) and line segments (or whiskers) at both ends to

represe

nt the remainder of the data.)

Capacity

The m

aximum amount of liquid a container can hold

Categorical data

Data that ca

n be categorize

d, such

as typ

es of lunch food (Conve

rsely, numerica

l data is

data that is ordered numerically, such as

heights of students.)

Center of a circle

The point in the plane of a circle equally distant from all points on the circle

Central tendencies

A single number that is used to describe a set of data (m

ean, median, mode)

Chord

A line segment joining any two points on a circle

Circle graph

A graph in

which a circle and its interior are divided into parts to represent the parts of a set of data

Circumference

The distance

around a circle or the m

aximum distance around a sphere

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Combinatio

ns

Subsets chosen from a la

rger set of objects in

which the order of the items does not matter

Ex. the number of different committees of three that ca

n be chosen from a group of twelve m

embers

Commutative

property

The sum or product of two numbers is

the same, regardless of the order of the numbers.

Ex. a + b = b + a, a • b = b • a

Compatib

le numbers

A pair of numbers that is easy to work with m

entally, also known as friendly numbers

Ex. The numbers 25 and 70 are compatib

le numbers for estim

atin

g 22 + 73; the numbers 150 and 5 are compatib

le for estim

atin

g 148

÷ 5; the numbers 90 and 30 are compatib

le for estim

ating 91.3 ÷ 29.7.

Compensatory numbers

Compensatory numbers are used to adjust numbers in

a computation after the use of compatible numbers.

Ex. 23 + 18 ~ 23 + 20 = 43 (Since two was added to in

crease 18 to 20 as compatib

le numbers, two will be subtracted from 43 to

compensate for the change. Therefore, two is the compensatory number.)

Complementary angles

Two angles that have

measures with a sum of 90°

Composite numbers

A natural number that has m

ore than two factors

Ex. 9 is a composite number because it has m

ore than two factors: 1, 3, 9

Composite figure

A figure that is m

ade up of two or more shapes

Composition

A set of numbers together to form

a new number using addition or multiplicatio

n

Compound eve

nt

An eve

nt consisting of two or more non-m

utually exclusive

eve

nts

Computational fluency

Computational fluency refers to having efficient and acc

urate m

ethods for computin

g. (Students exh

ibit computational flu

ency when

they demonstrate flexibility in the computatio

nal methods they choose, understand and can exp

lain these m

ethods, and produce

accu

rate answers efficiently.)

Concave

A polygon with one or more diagonals that have

points outside of the polygon

Cone

A three-dim

ensional s

hape having a circu

lar base, a curved la

teral s

urface

, and one vertex

Congruent

(≅) Having exa

ctly the same size and shape Ex. If you put one figure on top of the other, they would m

atch exa

ctly.

Conjecture

Guesse

s or conclusions based on assumed or known knowledge, but without proof

Contextual situ

atio

ns

Relatin

g a m

athematic

al p

roblem to a real m

odeled or illustrated circumstance

Contiguous

Touching, in actual c

ontact, adjacent, and adjoining

Conve

x

A polygon with all interior angles m

easuring le

ss than 180 ° (No segment that co

nnects two vertices can be drawn outside of the

polygon.)

Coordinate plane

A two dim

ensional s

ystem in

which a lo

cation is described by its distance from two perpendicular number lines called (Coordinate grid)

axe

s

Corresponding angles

(1)

Two angles that lie on the same side of the transve

rsal, in

corresponding positions with respect to the two lines that the

transve

rsal intersects (The angles are congruent if the two lines are parallel.)

(2)

(2) When comparing two figures, angles in

the same relative

position are corresponding angles. (If the figures are sim

ilar or

congruent, then the corresp

onding angles are congruent.)

Cube

A polyhedron with six square faces

Cylinder

A three-dim

ensional fig

ure shaped like a can of so

up

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Decim

al n

umber sys

tem

A place value number sys

tem based on groupings by powers of ten

Decompose

The process of breaking a number into smaller units

to sim

plify units

for problem solving

Ex: 64 + 26 can be written as (60 + 4) + (20 + 6), for the purpose of identifying compatible numbers.

Dependent va

riable

In a functio

n, a variable whose value is

determ

ined by the value of the related in

dependent va

riable

Diameter

A line segment that pass

es through the center of the circle and has endpoints on the circle (chord)

Difference

The result of a subtractio

n problem

Digit

A digit is any one of the basic sym

bols used to write a numeral. Ex: The numeral 23 is

made up of the digits

2 and 3.

Distributive

property

When one of the factors of a product is

written as a sum or difference, multiplying each addend first does not ch

ange the original

product. Ex. 3 • (4 + 5) = (3 • 4) + (3 • 5)

Divisibility rules

Patterns that make it easier to determ

ine whether a whole number is divisible by another whole number, without actually doing the

division

Double bar graph

A bar graph used to compare two sim

ilar kinds of data

Double line graph

A line graph with two or more lines or line segments that represent two or more sets of data that reflect change ove

r time

Edge

The line form

ed where two face

s of a three-dim

ensional fig

ure intersect. Ex. A cube has 12 edges.

Elapse

d tim

e

An amount of tim

e between two eve

nts

Equalities

A m

athematica

l sentence that contains a sym

bol in which the term

s on eith

er side of the sym

bol a

re equal

Ex. 7 = 7, 7 = 3 + x

Equatio

n

A statement that two m

athematical exp

ressions are equal

Ex. 5 + 3 = 8 and x + 7 = 15 are equations.

Equiangular

All angles have

the same m

easure.

Ex. an equiangular quadrilateral where each angle m

easu

res 90°

Equilateral sh

ape

A shape in

which all have

sides are the same le

ngth

Equivalent

Equal in value but in different form

Estimate

A close rather than an exa

ct answer

Eve

n number

Eve

n numbers are numbers ending in a 2,4,6 or 8. (multiples of 2)

Exp

anded notation

A way to w

rite numbers that reflect the place value of each digit

Ex. 343= 300 + 40 + 3

Exp

erimental p

robability

A statement of probability base

d on the results of a series of trials

Exp

erimental p

robability (eve

nt) = number of trials resulting in

a favo

rable outcome

Total n

umber of trials in

exp

eriment

Exp

licit

A form

ula whose dependent va

riable is

defined in

term

s of the independent va

riable

Ex. y = 2x – 3

Exp

onentia

l form

A quantity exp

ressed as a number raised to a power (In exp

onential form

, 32 can be written as 2

5.)

Face

A two-dim

ensional s

ide of a three-dim

ensional figure

Ex. The faces of a cube are squares.

Factor

One of two or more numbers that are m

ultiplie

d together to get a product

(13 and 4 are both factors of 52 because 13 • 4 = 52.)

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Flip

(Reflectio

n)

(See R

efle

ctio

n.)

Frequency table

A table that shows how often each item, number, or range of numbers (interval) occurs in

a set of data.

Functio

n table

A table that lists pairs of numbers that shows a functio

n (A

set of ordered pairs such that for any input there is

only one poss

ible

output.)

Histogram

A graphic representation of the frequency distribution of a continuous va

riable (R

ectangles are drawn in such a way that their bases

lie on a linear scale represe

ntin

g different intervals (bin width). Therefore, the variable on the x-axis is contin

uous. Frequency of

occu

rrence appears on the y-axis.)

Identity Property of

Addition

If you add zero to a number, the sum is

the same as that given number.

Ex. 8 + 0 = 8 and a + 0 = a

Identity Property of

Multiplication

If you m

ultiply a number, the product is

the same as that given number.

Ex. 3.5 • 1 = 3.5 and a • 1 = a

Independent va

riable

In a functio

n, a variable that determ

ines the value of the related dependent va

riable

Inequality

A m

athematica

l sentence that compares two amounts using the sym

bols <, >, ≤, ≥, ≠.

Inferences

Generalizatio

ns that are useful in m

aking predictio

ns based on data

Input/Output

(See Independent va

riable and D

ependent va

riable.) (Independent va

riable/ Dependent va

riable)

Integers

The set of whole numbers and their opposite

s {…

-2, -1,0,1,2…

} Interquartile range

The difference

between the upper quartile and the lower quartile

Intersectin

g lines

Lines that cross

and have

exa

ctly one point in common

Inve

rse operation

An operation that will undo another operation (E

x. addition and subtractio

n)

Inve

rse property

The result of two real numbers that combined will give the identity elements of ze

ro or one (When a number is added to its additive

inve

rse, the sum is

zero. W

hen a number is m

ultiplie

d by its

multiplicative

inve

rse, the product is one.)

Irrational n

umbers

Real numbers that have

infinite

, but non-repeating, decim

al represe

ntation

Irregular polygons

A polygon whose sides is

not the same le

ngth and whose angles are not all congruent

Isosc

eles triangle

A triangle that has at least two congruent sides

Line

A straight path that extends in

finitely in opposite

directio

ns

Line of best fit

A line, segment, or ray drawn on a scatter plot to estim

ate the relationship between two sets of data, also called a trend line

Line graph

A graph in

which data points are connected by line or line segments that represent data and refle

ct change ove

r tim

e

Line plot

A sketch of data in

which check

marks, X’s, or other sym

bols above

a la

beled number line show the frequency of each value

Line of sym

metry

A line that divides a figure or fig

ures into two congruent parts that are m

irror im

ages of each

other

Line segments

Part of a line defined by two endpoints

Line sym

metry

A figure that ca

n be divided along a line so it has two congruent halves is

said to have

line sym

metry.

Linear equatio

n

An algebraic equatio

n that desc

ribes a straight line

Linear pair

Two angles are said to be linear if they are adjacent angles form

ed by two intersectin

g lines and form

a straight angle (180 degrees).

Logic grid

A grid of rows and columns use

d to organize inform

ation in

a problem

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Mass

The m

easure of the amount of matter of an object in the object’s mass while

an object’s

weight is a m

easure of the force with which

gravity attracts the object (A

lthough your mass

is the same on earth as it is on the M

oon, yo

u weigh m

ore on Earth beca

use the

attraction of gravity is greater on Earth.)

Mean

The sum of a set of numbers divided by the number of elements in

the set (also referred to as ave

rage)

Measures of spread

Range

Median

The m

iddle number (or the ave

rage of the two m

iddle numbers, when necessa

ry) in a set of numbers that are arranged from le

ast to

greatest

Mode

The number that occurs m

ost often in

a set of data (there m

ay be one, more that one, or no m

ode)

Multiple

A number that is the product of the given number and an integer

Natural n

umbers

Counting numbers {1,2,3,4,5…

} Nets

A two-dim

ensional s

hape that can be folded to form

a three-dim

ensional fig

ure

Non-linear

Not a straight line

Non-Standard units

Inform

al u

nits

of measure such

as handfuls, arm

s length, and stride.

Number theory

The exp

loration of properties and characteristic

s of numbers

Numerical d

ata

Data consistin

g of numbers

Obtuse angle

An angle whose m

easure is

greater than 90° and le

ss than 180°

Odd number

A whole number that has 1, 3, 5, 7, or 9 in

the ones’ p

lace that is not divisible by two

Operation

An actio

n perform

ed on one or two numbers producing a single number resu

lt (addition, subtractio

n, multiplicatio

n, division, opposite

of a number, and square root of a number)

Order of operatio

ns

Rules desc

ribing what sequence to use

in eva

luating exp

ress

ions

Ordered pair

A pair of numbers of the form

(x, y) that give the lo

cation of a point on a coordinate plane (The first number in the ordered pair

desc

ribes the horizo

ntal distance and the second desc

ribes the vertical d

istance.)

Ordinal n

umber

A number used to exp

ress position or order in a series, such as first, third, and tenth (Generally, ordinal numbers are use

d in dates.)

Outcomes

The results

of an eve

nt (Heads and tails are the two outcomes of the eve

nt of toss

ing a coin.)

Outlier

Numerical d

ata piece that is significantly larger or sm

aller than the rest of the data set

Parallel lines

Lines that are the same distance apart and neve

r meet

Patterns

A m

odel, plan, or rule using words or va

riables to desc

ribe a set of sh

apes or numbers that repeat in a predictable way

Percent

Means “hundredths” or “out of 100” Ex. 45

100

= 45%

Percentage

The exp

ression of a part of a whole (the whole of so

mething is always

100 percent) in

term

s of hundredths

Perfect square

The product of a number tim

es itself (The square root of any number that is not a perfect square is

an irratio

nal number.)

Perimeter

The sum of the lengths of the sides of a two-dim

ensional fig

ure

Perpendicular lines

Two rays

, lin

es, or line segments that form

right angles

Pi

The ratio of the circumference

of a circle to its diameter (P

i is the same for eve

ry circle, approximately 3.14)

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Pictograph

A graph constructed with pictures or sym

bols (A

pictograph m

ake

s it poss

ible to compare at a glance the relative amounts of two or

more counts or measures.)

Pictorial m

odels

Pictures of ite

ms used in

modelin

g

Place value

The relative

worth of each number that is determ

ined by its position

Plane figure

A figure that ca

n be entirely contained in

a single plane

Polygon

A closed two-dim

ensional figure m

ade up of segments called sides, which intersect only at their endpoints called vertices

Polyhedron

A closed three-dim

ensional figure in which all the surfaces are polygons

Polynomial

An exp

ression consistin

g of two or more term

s

Prime factoriza

tion

A composite number exp

ressed as the product of factors that are prime numbers

Prism

A polyhedron with two parallel faces (ca

lled bases) that are the same size and shape

Probability

A number from zero to one that indicates the likelihood that so

mething (an eve

nt) will happen (The close

r a probability is to one, the

more like

ly it is that an eve

nt will happen.)

Product

The result of multiplication

Proportion

An equation a/b = c/d that states that the two ratios are equivalent

Pyramid

A polyhedron in

which one face

(the base

) is a polygon and the other faces are form

ed by triangles with a common vertex (the apex)

(A pyramid is class

ified acco

rding to the shape of its

base.)

Pythagorean theorem

In a right triangle, the sum of the squares of the lengths of the legs is

equal to the square of the le

ngth of the hyp

otenuse

(a

2 + b

2)= c

2.

Quadrilateral

A polygon with four sides

Quadrant

Any of the four sections in

to w

hich a rectangular co

ordinate grid is

divided by the in

tersection of the x- and y-axe

s (The quadrants are

numbered I, II, III, and IV, beginning at the upper right (w

here x- and y-coordinates are positive

s) and contin

uing counterclockwise.)

Qualitative

change

Relatin

g to or invo

lving comparisons based on qualities

Quantitative

change

Invo

lving distin

ctions base

d on quantities

Quartile

The quartiles divide an ordered set of data in

to four groups of the same size

Quotient

The result of division of one quantity by another (dividend/divisor = quotie

nt)

Radius

A line segment from the center of a circle or sp

here to any point on the circle or sphere (also, the le

ngth of su

ch a line segment)

Range

The difference

between the m

aximum and m

inim

um in a set of data

Rate

A comparison by division of two quantitie

s with different units

Ratio

Comparisons of two quantitie

s with like units

(R

atios can be exp

ressed with fractio

ns, decim

als, percents, or words. They can be

written with a colon between the two numbers being compared.)

Rational numbers

Any number that ca

n be written in the form

a/b where a is

any integer and b is

any integer except ze

ro

Ray

A part of a line that has one endpoint and extends endless

ly in

one directio

n

Real numbers

A set of numbers combining rational and irrational n

umbers

Rectangular arrays

A rectangular arrangement of objects in rows and columns in

which each row has the same number of parts and each column has the

same number of parts

Rectangular prism

A prism

whose face

s (including the base

s) are all rectangles

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Reflection

A transform

ation that “flips” a figure ove

r a line or an object ove

r a plane so that it becomes a m

irror im

age of the original (same as a

flip)

Regrouping

A proce

ss in a m

athematical operatio

n where numbers are renamed

Ex. 2 tens and 14 ones are equivalent to 34.

Regular polygon

A polygon whose sides are the same lengths and whose angles are equal

Rhombus

A parallelogram whose sides are all the same le

ngth

(The angles are usually not right angles, but they may be right angles.)

Right angle

An angle whose m

easure is

ninety degrees

Rotation

A transform

ation obtained by rotatin

g a figure around a given point often referred to as a turn (sa

me as a turn)

Rotational s

ymmetry

In a plane, a figure has rotatio

nal s

ymmetry if it can be rotated less than one full turn around a point so that the resulting figure (the

image) exa

ctly matches the original figure (the pre-image).

Scalene triangle

A triangle with sides of three different lengths and angles of three different sizes

Rounding numbers

Replacing a number with a nearby number that is easier to work with or better reflects the precision of the data

Scatter plot

A graph with one point for each

item being m

easured (The coordinates of a point represe

nt the m

easures of two attributes of each

item.)

Scientific

notatio

n

A m

ethod of representing a number as a product of a number between 1 and 10 and a power of 10

Ex. 3456 can be written as 3.456 x 103.

Sequence

A series of numbers that are predictable and can be extended using operations

Skip count

To count by multiples of a number

Sim

ilar fig

ure

Figures that are exa

ctly the same shape, but not necessarily the same size

Slid

e (Translation)

(See Translation.)

Slope

The m

easure of steepness

of a line; the ratio

s of rise ove

r run; or change in

y ove

r ch

ange in

x

Sphere

A three dim

ensional s

hape whose curved surface is

, at all points, a given distance

from its center point

Square root

The square root of a number n is a number that, when m

ultiplied by its

elf, results in

the number n.

Ex. 4 is a square root of 16 because 4 x 4 = 16.

Standard units

Units of measu

re that have

an acce

pted value like in

ch, cu

p, meter, and pound

Stem and Leaf plot

A m

ethod of organizing data for the purpose of co

mparison where the “leaf” is

the number in the smallest place value and the “stem”

includes the numbers in

the larger place values

Straight angle

An angle whose m

easure is

180 degrees (It is form

ed by two opposite

rays

.)

Strategy

A m

ethod or way of solving a problem

Supplementary angles

Two angles whose m

easures total 1

80 degrees

Surface

area

The total a

rea of the faces (including the bases) and curved surface

s of a three-dim

ensional figure

Sym

metry

(See line sym

metry or rotational sym

metry.)

Technology

Tools used to enhance teach

ing: calculators, interactive graphics programs, spreadsh

eets, Smart-B

oard, etc.

Theoretica

l probability

Identifying, using m

athematical exp

ectatio

ns, the number of poss

ible ways

an eve

nt can happen compared to all of the possible eve

nts

Three-D

imensional

A figure that has depth, width, and height

8

Arkansas D



Mathematic

s G

lossary

Transform

ation

An operation on a geometric figure by which each

point gives rise to a unique im

age (rotatio

ns, dilatio

ns, translatio

ns, and refle

ctio

ns)

Translatio

n

The m

otio

n of sliding an object or picture any directio

n along a straight line without rotatio

n or refle

ctio

n (same as a slide)

Transve

rsal

The name given to a line that intersects two or more other lines in

a given plane

Trapezo

id

A quadrilateral that has exa

ctly one pair of parallel sides (No two sides need be the same le

ngth.)

Tree diagram

A m

ethod of fin

ding all the poss

ible outcomes of prime factoriza

tion or probability situatio

ns by sys

tematic

ally listing the possibilities

Trend line

A line segment, or ray drawn on a scatter plot to estim

ate the relatio

nship between two sets of data (line of best fit)

Turns

A transform

ation obtained by rotatin

g a figure around a given point often referred to as a turn (same as a rotation)

Two-D

imensional

Objects that have

length and width but no thickn

ess

Variable

A sym

bol such as a letter, box, star, etc. that is used to represent an unknown or undeterm

ined value in an exp

ression or number

sentence

(equatio

n)

Venn diagram

A pictorial represe

ntatio

n of two or more sets showing elements that the sets have

in common and elements that are unique to one or

the other sets

Vertex (Plural: Vertices)

The point where two sides of a two-dim

ensional figure m

eet or the point where two or more edges of a three-dim

ensional fig

ure m

eet

Vertical angles

When two lines intersect, the angles that do not share a common side; the angles opposite each other

(Vertical angles have

equal m

easures.)

Volume

A m

easure of the amount of sp

ace occ

upied by a three-dim

ensional sh

ape, generally exp

resse

d in

“cu

bic” units

Whole numbers

The set of natural n

umbers plus the number ze

ro Ex: 0, 1, 2, 3, 4…

Y-Intercept

The coordinate at which the graph of a line in

tersects the y-axis

9

Arkansas D



Classification of W

ord Problems

CLASSIFICATIO

N O

F W

ORD PROBLEMS

Problem Typ

e

Join

(R

esult Unknown)

Connie had 5 m

arbles. Juan gave

her8

more m

arbles. How m

any marbles does

Connie have

altogether?

(Change Unknown)

Connie has 5 m

arbles. H

ow m

any more

marbles does she need to have

13

marbles altogether?

(Start U

nkn

own)

Connie had some m

arbles. Juan gave

her 5 m

ore m

arbles. Now she has 13

marbles. How m

any marbles did C

onnie

have

to start with?

Separate

(Result Unknown)

Connie had 13 m

arbles. She gave

5 to

Juan. How m

any marbles does C

onnie have

left?

(Change Unknown)

Connie had 13 m

arbles. She gave

some

to Juan. Now she has 5 m

arbles le

ft. How

many marbles did C

onnie give to Juan?

(Start U

nkn

own)

Connie had some m

arbles. She gave

5

to Juan. Now she has 8 m

arbles le

ft.

How m

any marbles did C

onnie have

to

start with?

Part-Part-W

hole

(Whole U

nknown)

Connie has 5 red m

arbles and 8 blue

marbles. How m

any does she have

?

(Part U

nkn

own)

Connie has 13 m

arbles. 5 are red and the rest are blue. How m

any blue m

arbles

does Connie have

?

Compare

(Difference U

nknown)

Connie has 13 m

arbles. Ju

an has 5

marbles. How m

any more m

arbles does

Connie have

than Juan?

(Compare Q

uantity Unknown)

Juan has 5 m

arbles. C

onnie has 8 m

ore

than Juan. How m

any marbles does

Connie have

?

(Referent Unknown)

Connie has 13 m

arbles. She has 5 m

ore

marbles than Juan. How m

any marbles

does Juan have

?

INVENTED ALGORITHMS-ADDITION & SUBTRACTION

PROBLEM

ININ

CREMENTIN

G

COMBIN

ING TENS AND O

NES

COMPENSATIN

G

Join (Result U

nknown) Paul has 28

strawberries in his baske

t. H

e picked 35

more strawberries. How m

any strawberries

did he have

then?

“20 and 30 is 50, and 8 m

ore is

58. 2 m

ore

is 60, and 3 m

ore than that is 63.”

“20 and 30 is 50. 8 plus 5 is

like

8

plus 2 and 3 m

ore, so

it’s

13. 50

and 13 is

63.”

“30 and 35 would be 65. But it’s

28, so

it’s

2 less. It’s

63.”

Separate (Resu

lt U

nknown) Paul had 75


t. H

e ate 26. How

many did he have

left?

“70 take away 20 is

50, and take away 6

more is

44. But yo

u have

to put back

the 5

from the 75. That’s

49.”

“70 take away 20 is

50. 5 take

away 6 that makes 1 m

ore to take

away from the 50. That’s

49.”

“If it was 75 take away 25, it

would be 50. But it’s 26, so

you

have

to take one m

ore away.

49.”

Join (Change U

nknown) Paul h

as 47


t. H

ow m

any more

strawberries does he have

to pick to have

75 all together?

“47 and 3 is

50 and 20 m

ore is 70. So

that’s

23, but I need 5 m

ore, so

it’s

28.”

“47, 57, 67. That’s 20. 67 and 3 is 70, and

5 m

ore is

75. So 8 and the 20, 28.”

Combining tens and ones is not

commonly used for Join (change

unknown) problems.

“If it were 45, it would be 30. But

it’s 47, so it’s 2 le

ss. It’s 28.”

10

Arkansas D



Classification of W

ord Problems

GROUPIN

G/PARTITIO

NIN

G, RATE, PRIC

E, & M

ULTIPLICATIVE C

OMPARISON PROBLEMS

Problem Type

Multiplication

Measurement Division

Partitive D

ivision

Grouping/Partitioning

Gene has 4 tomato plants. There are 6

tomatoes on each

plant. H

ow m

any

tomatoes are there all together?

Gene has some tomato plants. There

are 6 tomatoes on each plant. All

together there are 24 tomatoes. How

many tomato plants does G

ene have

?

Gene has 4 tomato plants. There are the

same number of tomatoes on each plant.

All together there are 20 tomatoes. How

many tomatoes are there on each tomato

plant?

Rate

Elle

n walks 3 m

iles an hour. How m

any

miles does she walk in

5 hours?

Elle

n walks 3 m

iles an hour. How m

any

hours will it take her to walk 15 m

iles?

Elle

n walked 15 m

iles. It took her 5

hours. If she walked the same speed the

whole way, how far did she walk in

one

hour?

Price

Pies cost 4 dollars each. How m

uch

doe

7 pies cost?

Pies cost 4 dollars each. How m

any pies

can you buy for $28?

Jan bought 7 pies. She spent a total of

$28. If each pie cost the same amount,

how m

uch did one pie cost?

Multiplicative

Comparison

The giraffe in the zoo is 3 tim

es as tall

as the kangaroo. The kangaroo is 6 feet

tall. How tall is the giraffe?

The giraffe is 18 feet tall. The kangaroo

is 6 feet tall. The giraffe is how m

any

times talle

r than the kangaroo?

The giraffe is 18 feet tall. She is

3 tim

es

as tall as the kangaroo. How tall is the

kangaroo?

11

Arkansas D



Manipulative

to C

oncepts

MANIPULATIVES TO CONCEPTS

The follo

wing is

a listin

g of SOME of the concepts that can effective

ly be taught using the given m

anipulative

s.

Manipulative

Concepts

Algebra Tiles

Integers, equations, inequalities, polynomials, sim

ilar term

s, factoring, estim

ation

Attribute Blocks

Sorting, class

ification, inve

stigation of size, shape, color, logical reaso

ning, sequencing, patterns, sym

metry, sim

ilarity, congruence,

thinking skills, geometry, organization of data

Balance Scale

Weight, m

ass

, equality, inequality, equatio

ns, operatio

ns on whole numbers, estim

atio

n, measurement

Base-Ten block

s

Place value, operations on whole numbers, decim

als, decim

al-fractional-percent equivalencies, co

mparing, ordering, class

ificatio

ns,

sorting, number concepts, square and cubic numbers, area, perimeter, m

etric m

easurement, polynomial

Calculators

Problems with la

rge numbers, problem solving, interdisciplinary problems, real-life problems, patterns, countin

g, number co

ncepts,

estim

atio

n, equality, in

equality, fact strategies, operatio

ns on whole numbers, decim

als, fractions

Capacity C

ontainers

Measurement, capacity, volume, estim

ation

Clocks

Tim

e, multiplicatio

n, fractions, modular arithmetic

, measurement

Color Tiles

Color, shape, patterns, estim

atio

n, counting, number co

nce

pts, equality, inequality, operatio

ns on whole

numbers and fractio

ns, probability, measurement, area, perimeter, surface

area, eve

n and odd numbers,

prime and composite

numbers, ratio, proportion, percent, in

tegers, square and cubic numbers, sp

atia

l

visualization

Compasses

Constructio

ns, angle m

easurement

Cubes

Number concepts, countin

g, place value, fact strategies – esp

ecially turnaround facts, class

ificatio

n,

sorting, colors, patterns, square and cubic numbers, equality, inequalities, ave

rages, ratio

, proportion,

percent, sym

metry, spatial visu

alizatio

n, area, perimeter, volume, surface area, transform

ational

geometry, operatio

ns on whole numbers and fractio

ns, eve

n and odd numbers, prime and composite

numbers, probability

Cuisenaire R

ods

Classific

atio

n, sorting, ordering, countin

g, number concepts, comparisons, fractio

ns, ratio, proportion, place value, patterns, eve

n and

odd numbers, prime and composite

numbers, logical reasoning, estim

atio

n, operations on whole numbers

Decim

al Squares

Decim

als – place value, comparing, ordering, operations, classifica

tion, so

rting, number concepts, equality, in

equality, percent,

perimeter, area

Dominoes

Counting, number co

nce

pts, fact strategies, classifica

tion, sorting, patterns, logical reaso

ning, equality, inequality, m

ental m

ath,

operatio

ns on whole numbers

Fractio

n M

odels

Fractio

ns – m

eaning, recognition, classifica

tion, sorting comparing, ordering, number concepts, equivalence, operations, perimeter,

area, percent, probability

12

Arkansas D



Manipulative

to C

oncepts

Geoboards

Size, shape, countin

g, area, perimeter, circumference, sym

metry, fractio

ns, coordinate geometry, slopes, angles, Pythagorean

Theorem, estim

atio

n, percent, sim

ilarity, congruence

, rotatio

ns, refle

ctions, translatio

ns, class

ificatio

n, sorting, square numbers,

polygons, spatia

l visualizatio

n, logical reasoning

Geometric Solids

Shape, size, relatio

nships between area and volume, vo

lume, class

ificatio

n, so

rting, measu

rement, spatia

l visualizatio

n

Math Balance Invicta,

number

Equality, inequality, operatio

ns on whole numbers, open sentences, equatio

ns, place value, fact strategies, measurement, logical

reasoning

Miras

Sym

metry, sim

ilarity, congruence, reflectio

ns, rotations, translatio

ns, angles, paralle

l and perpendicular lines, constructio

ns

Money

Money, change, comparisons, counting, class

ifications, sorting, equality, inequality, operatio

ns on whole numbers, decimals, fractio

ns,

probability, fact strategies, number concepts

Number Cubes

Counting, number co

nce

pts, fact strategies, mental m

ath, operations on whole numbers, fractio

ns, decim

als, probability, generation of

problems, logical reaso

ning

Numeral Cards

Counting, classific

atio

n, sorting, compariso

ns, equality, inequality, order, fact strategies, number concepts, operatio

ns on whole

numbers, fractions, decimals, logical reaso

ning, patterns, odd and eve

n numbers, prime and composite

numbers

Pattern blocks

Patterns, one-to-one correspondence, sorting, class

ificatio

n, size, sh

ape, co

lor, geometric relatio

nsh

ips, sym

metry, sim

ilarity,

congruence, area, perimeter, reflections, rotatio

n, translations, problem solving, logical reasoning, fractio

ns, spatia

l visualization,

tesse

llations, angles, ratio

, proportions

Polyhedra M

odels

Shape, size, classific

atio

n, sorting, polyhedra, spatial visualization

Protractors

Constructio

ns, angle m

easurement

Rulers Tape M

easures

Measurement, area, perimeter, constructio

ns, estim

atio

n, operations on whole numbers, vo

lume

Spinners

Counting, number co

nce

pts, operatio

ns on whole numbers, decim

als, fractio

ns, fact strategies, m

ental math, logical reaso

ning,

probability, generatio

n of problems

Tangrams

Geometric concepts, spatial visualization, logical reasoning, fractio

ns, sim

ilarity, congruence

, area, perimeter, ratio, proportion, angles,

classifica

tion, sorting, patterns, sym

metry, refle

ctio

ns, translations, rotations

Ten-frames

Fact strategies, mental m

ath, number co

nce

pts, co

untin

g, equality, inequality, place

value, patterns, operations on whole numbers

Therm

ometers

Temperature, integers, measurement

Two-Color Counters

Counting, comparing, sorting, classifica

tion, number co

ncepts, fact strategies, eve

n and odd numbers, equality, inequality, operations,

ratio, proportions, probability, integers

13

Arkansas D



Concepts to M

anipulatives

CONCEPTS TO MANIPULATIVES

The follo

wing is

a listin

g of SOME of the m

anipulative

s that ca

n effectively be used to teach

the given conce

pt.

Concepts

Manipulative

Angles

Protractors, compasse

s, geoboards, m

iras, rulers, tangrams, pattern block

s

Area

Geoboards, color tiles, base-ten blocks

, decimal sq

uares, cubes, tangrams, pattern block

s, rulers, fractio

n m

odels

Classific

atio

n, sorting

Attribute block

s, cubes, pattern blocks

, tangrams, 2-color co

unters, Cuisenaire rods, dominoes, geometric solids, m

oney, numeral

cards, base-ten m

aterials, polyhedra m

odels, geoboards, decimal s

quares, fractio

n m

odels

Coordinate G

eometry

geoboards

Constructio

ns

Compasses, protractors, rulers, miras

Counting

Cubes, 2-color counters, color tiles, Cuisenaire rods, dominoes, numeral c

ards, spinners, 10-frames, number cubes, money

calculators

Decim

als

Decim

al s

quares, base-ten blocks, m

oney, calculators, number cubes, numeral ca

rds, spinners

Equatio

ns/inequalities

Equality/inequality

Equivalence

Algebra tiles, math balance, ca

lculators, 10-frames, balance scale, color tiles, dominoes, money, numeral c

ards, 2-color counters,

cubes, Cuisenaire rods, decimal sq

uares, fractio

n m

odels

Estimatio

n

Color tiles, geoboards, balance

sca

le, capacity containers, rulers, Cuisenaire rods, calculators

Factoring

Algebra tiles

Fact Strategies

10-frames, 2-color counters, dominoes, cubes, numeral c

ards, sp

inners, number cubes, money, m

ath balance, calculators

Fractio

ns

Fractio

n m

odels, pattern blocks

, base-ten m

aterials, geoboards, clocks

, color tiles, cubes, Cuisenaire rods, money, tangrams,

calculators, number cubes, sp

inners, 2-color counters, decimal sq

uares, numeral c

ards

Integers

2-color co

unters, algebra tiles, therm

ometers, co

lor tile

Logical reasoning

Attribute block

s, Cuisenaire rods, dominoes, pattern block

s, tangrams, number cubes, spinners, geoboards

Mental Math

10-frames, dominoes, number cubes, spinners

Money

Money

Number Conce

pts

Cubes, 2-color counters, spinners, number cu

bes, calculators, dominoes, numeral c

ards, base-ten m

aterials, Cuisenaire rods, fractio

n

models, decim

al s

quares, color tiles, 10-frames, m

oney

Odd, Eve

n, Prime,

Composite

Color tiles, cu

bes, Cuisenaire rods, numeral c

ards, 2-cold counters

Patterns

Pattern blocks

, attribute blocks, tangrams, ca

lculators, cu

bes, color tiles, C

uisenaire rods, dominoes, numeral ca

rds, 10-frames

Percent

Base-ten m

aterials, decim

al sq

uares, co

lor tiles, cubes, geoboards, fractio

n m

odels

Perimeter/Circumference

Geoboards, color tiles, tangrams, pattern block

s, rulers, base

-ten m

aterials, cubes, fraction circles, decimal sq

uares

Place Value

Base-ten m

aterials, decim

al sq

uares, 10-frames, C

uisenaire rods, math balance, cubes, 2-color counters

Polynomials

Algebra tiles, base-ten m

aterials

14

Arkansas D



Concepts to M

anipulatives

Pythagorean Theorem

Geoboards

Ratio/Proportion

Color tiles, cu

bes, Cuisenaire rods, tangrams, pattern block

s, 2-color counters

Sim

ilarity/C

ongruence

Geoboards, attribute blocks

, pattern blocks

, tangrams, m

iras

Size/Shape/color

Attribute block

s, cubes, color tiles, geoboards, geometric solids, pattern block

s, tangrams, polyhedra m

odels

Spatial Visualization

Tangrams, pattern blocks

, geoboards, geometric solids, polyhedra m

odels, cu

bes, color tiles

Square/C

ubic numbers

Color tiles, cu

bes, base-ten m

aterials, geoboards

Surface area

Color tiles, cu

bes

Symmetry

Geoboards, pattern block

s, tangrams, miras, cubes, attribute blocks

Tessellations

Pattern blocks

, attribute blocks

Transformational

geometry, translations,

rotations, reflections

Geoboards, cubes, miras, pattern block

s, tangrams

Volume

Capacity containers, cubes, geometric solids, rulers

Whole Numbers

Base-ten m

aterials, balance scale, number cubes, spinners, color tiles, cubes, m

ath balance

, money, numeral ca

rds, dominoes,

rulers, ca

lculators, 10-frames, Cuisenaire rods, clocks

, 2-color counters

15

Arkansas D



Polygons

Quadrilaterals

Triangle

Some other

Regular

Polygons

Trapezoid

Parallelogram

Rectangle

Rhombus

Square

POctagon

Hexagon

Polygons

16

Arkansas D



Algebra I G

lossary

ALGEBRA I Glossary

Absolute value

A number’s distance from zero on a number lin

e (The absolute value of –4 is

4; the abso

lute value of 4 is

4.)

Absolute value equatio

n

Equatio

n whose graph form

s a V that opens up or down

Absolute value in

equality

Inequalities invo

lving absolute value

Additive in

verse

The opposite of a number (The additive in

verse of 3 is –3. The sum of a number and its additive in

verse is

zero.)

Algebra

A generalizatio

n of arithmetic

in which sym

bols represe

nt members of a specifie

d set of numbers and are related by operations

that hold for all numbers in

the set

Algebraic exp

ression

An exp

ression that co

ntains a variable (Ex. X – 2)

Algebraic fraction

A fractio

n that contains a variable

Algorithms

A m

ech

anical procedure for perform

ing a given calculatio

n or solving a problem through step-by-step procedures such as those

used in lo

ng division

Array

A rectangular arrangement of objects in rows and columns

Associative

Property

If three are m

ore numbers are added or multiplied, the numbers can be regrouped without changing the resu

lts (Ex. 4 + (6 + 5) =

(4 + 6) + 5)

Axis

Either of two number lines used to form

a coordinate grid

Bar graph

A graph in

which horizo

ntal o

r ve

rtical b

ars represe

nt data

Binomial

An exp

ression consistin

g of two term

s connected by a plus or minus sign, (i.e., 4a + 6)

Box-and-w

hisker plot

A graphic m

ethod for sh

owing a summary of data using m

edian, quartiles, and extremes of data (A

box-and-w

hisker plot make

s it

easy to see where the data are spread out and where they are concentrated. The lo

nger the box, the m

ore the data are spread

out.)

Central tendencies

A single number that is used to describe a set of numbers (Ex. mean, median, mode, etc.)

Chance

The probability of an outcome in

an uncertain eve

nt (Ex. In tossing a coin, there is

an equal chance

of getting heads or tails.)

Coefficient

The numerical factor when a term

has a variable (E

x. In the exp

ression 3x + 2y = 16, 2 and 3 are coefficients.)

Commutative

Property

If two numbers are added or multiplied, the operatio

ns can be done in

any order (E

x. 4 x 5 = 5 x 4)

Composite number

Any integer that is not a prime number (eve

nly divisible by numbers other than one and itse

lf)

Consecutive

Follo

wing one another in an uninterrupted order (Ex. 6, 7, 8, and 9 are consecutive numbers.)

Constant

In an algebraic exp

ression, the number without the variable (E

x. In the exp

ression 2x + 5, 5 is the constant.)

Coordinate

A set of numbers that loca

tes the position of a point usually represe

nted by (x, y) values

Coordinate sys

tem/C

artesian

Plane

A m

ethod of locatin

g points in

the plane or in space

by means of numbers (A

point in a plane can be located by its

distances from

both a horizo

ntal a

nd a vertical line called the axe

s. The horizo

ntal line is

calle

d the x-axis. The vertical line is

called the y-axis.

The pairs of numbers are called ordered pairs. The first number, called the x-coordinate, designates the distance

along the

horizo

ntal axis. The seco

nd number, called the y-coordinate, designates the distance along the vertical axis. The point at which

the two axe

s intersect has the coordinates (0,0) and is

called the origin.)

Data

Inform

atio

n gathered by observation, questioning, or measurement

17

Arkansas D



Algebra I G

lossary

Dependent va

riable

A variable that provides the output va

lues of a function

Difference

The result of subtractio

n

Direct va

riatio

n

A linear functio

n of the form

y = kx, where k is the constant of va

riatio

n and k is not equal to zero

Distributive

Property

A property that relates two operations on numbers, usually m

ultiplicatio

n and addition, or multiplicatio

n and subtractio

n (Ex.

a(x + y) = ax + ay)

Domain

The set of all first coordinates from the ordered pairs of a relation

Equatio

n

A m

athematica

l sentence containing an equal s

ign

Exp

licit equatio

n

An equation that relates the inputs to the outputs

Exp

onent

A number sh

owing how m

any times the base is used as a factor

(Ex. 3² = 3 x 3 or 9)

Exp

onentia

l Function

A function in the form

of f(x) = a

x , w

here x is a real number, and a is

positive

and not 1

Exp

ression

A m

athematica

l statement that does not contain an equal s

ign

Extrapolate

To extend and estim

ate data based on given in

form

atio

n

Factor

Any numbers m

ultiplie

d by another number to produce

a product

Factoring

A m

ethod used to solve a quadratic

equatio

n that requires using the zero product property (Factoring is a process of rewriting a

number or exp

ression as product of two or more numbers or exp

ressions.)

Form

ulas

Specific equations giving rules for relationsh

ips between quantitie

s

Functio

n

A relatio

n in

which each m

ember of the domain is

paired with one, and only one, member of the range

Functio

n Notatio

n

To w

rite a rule in

functio

n notation, yo

u use

the sym

bol f(x) in place of y.

(Ex. f(x) = 3x – 8 is in

functio

nal notatio

n.)

Graph of a functio

n

A pictorial way to display a function

Histogram

A graphic representation of the frequency distribution of a continuous va

riable (R

ectangles are drawn in such a way that their bars

lie on a linear scale represe

ntin

g different intervals (bin width), and their heights are proportional to the frequencies of the values

within each

of the in

tervals.)

Independent va

riable

A variable that provides the input va

lues of a function

Inequality

A m

athematica

l statement that one quantity is less than (<) or greater than (>) another

Inference

Reasoning from data, premises, graphs, and incomplete and inco

nsistent sources to from sensible conclusions

Integers

The set of whole numbers and their opposite

s

Interest

Amount paid for the use

of money

Interpolate

To interpret and estim

ate data between given values

Irrational n

umbers

Real numbers that cannot be exp

ressed in

the form

a/b (a fractio

n) where a and b are integers

Inve

rse variation

A function that can be written in

the form

xy = k or y = k/x (The product of the quantitie

s remains constant, so as one quantity

increases, the other decreases.)

Linear functio

n

A function that has a constant rate of change and can be m

odeled by a straight lin

e

Line graph

A m

eans of displaying statis

tical inform

ation by co

nnectin

g graphs of ordered pairs to show changes in quantitie

s

Line of best fit

The m

ost acc

urate trend line on a scatter plot showing the relationship between two sets of data

Lines

A set of points (x, y) that satis

fy the equation ax + by + c = 0 where a and b are not both zero

18

Arkansas D



Algebra I G

lossary

I

Literal equatio

n

An equation invo

lving two or more variables

Mapping diagram

A diagram that maps an input va

lue to an output va

lue to determ

ine whether a relation is

a functio

n

Matrices

Ordered tables or listings of numerical d

ata

Maximum

The greatest va

lue of the functio

n if is

has such

an extreme value

Mean

The sum of a set of numbers divided by the number of numbers in

that se

t Median

In a list of data ordered from le

ast to greatest or greatest to le

ast, the m

iddle number or the ave

rage of the m

iddle two numbers

Minim

um

The least va

lue of the functio

n if is has such an extreme value

Mode

In a list of data, the number or item occ

urring m

ost frequently

Monomial

An exp

ression that is a number, a variable, or a product of a number and variable (Ex. 7, x and 8xy are all monomials.)

Natural Numbers

One of the numbers 1, 2, 3, 4…

also called countin

g numbers

Number sense

The ability of the learner to m

ake lo

gical c

onnections between new inform

atio

n and previously acq

uired knowledge to understand

the m

eanings, relatio

nsh

ips, and m

agnitu

des of numbers and common m

easurements

Number Theory

Concepts of numbers such as prime, co

mposite

, squares, factors, and m

ultiples

Parabola

The graph of a quadratic

functio

n

Patterns

Repeated sequence

s

Perfect Square Trinomial

Any trinomial in the form

a² + 2ab + b²

Point slope form

A linear equatio

n of a non-vertical line written as y – y

1 = m

(x – x

1)

Polynomial

In algebra, a n exp

ression consistin

g of two or more term

s (E

x. x² -2xy + y²)

Powers

Numbers that ca

n be exp

resse

d using exp

onents

Prime N

umbers

A whole number greater than one having exa

ctly two distinct factors, one and itse

lf

Probability

The likelihood that an eve

nt will occur (Written form

ally as P(eve

nt))

Proportion

An equation that states that two ratio

s are equal

Pythagorean Theorem

In a right triangle, the sum of the squares of the length of the legs is

equal to the square of the length of the hyp

otenuse. (Ex. a²

+ b² = c²)

Quadratic

form

ula

The solutio

ns of a quadratic

equatio

n of the form

ax² + bx + c = 0 where a ≠ 0 are given by the quadratic form

ula which is x = -

b±√ b² - 4ac

2a

Quadratic

functio

n

A function that has an equatio

n of the form

y = Ax² +Bx + C

where ‘A’ does not equal 0

Radicals

A radical s

ymbol (√) and its radicand

Radical Equatio

n

An equation that has a variable in a radicand

Radical exp

ression

An exp

ression with a radical in it

Radicand

An exp

ression under the radical sign

Range

The set of all the second coordinates from the set of ordered pairs of a relatio

n

Range (statis

tics)

The difference

between the greatest and least numbers in

a set of numerical data

Ratio

A comparison of two numbers, represented in

one of the following ways

: 2 to 5, 2 out of 5, 2:5, or 2/5

19

Arkansas D



Algebra I G

lossary

Rational Numbers

A number in the form

of an a/b, where a and b are integers and b is

not equal to zero

Real Roots

The zeros of an equatio

n that occu

r at x-intercepts of the graph of the related functio

n

Recursive functio

n

A recursive form

ula has two parts: the value(s) of the first term

(s), and a recursion equation that shows how to find each

term

from

the term

(s) before it

Reflection

Mirror im

age of a figure (Objects remain the same shape, but their positio

ns change through a flip.)

Regress

ion

Statistical technique that predicts the equation that best fits the data

Relatio

n

A set of ordered pairs of data

Scale

The numeric ratio use

d to produce an enlarged or reduced drawing of a picture or an object

Scalar multiplicatio

n

Multiplication of a m

atrix by a constant (scalar)

Scatter plot

A graph of the points represe

nting a collectio

n of data

Scientific

Notation

A m

eans of exp

ressing a number as a product of a number between one and ten and a power of ten

(Ex. 1100 = 1.1 x 10³)

Sim

ulta

neous

(Sys

tems) Equations

Pair of equations of the first degree upon which two different conditions are put on the same variables at the same tim

e (E

x. Find

two numbers whose sum is 7 and whose difference is

1. x + y = 7 and x – y = 1.)

Slope

The ratio of the vertical c

hange to the horizo

ntal ch

ange

Slope-intercept form

A linear equatio

n in

the form

y = m

x + b, where m

is the slope of the graph of the equation and b is

the y-intercept

Square root

That number which, when m

ultiplied by itself, produces the given number (E

x. 5 is the square root of 25, beca

use

5x5

=25.)

Standard form

of a linear

equatio

n

The form

of a linear equatio

n Ax + By = C

where A, B, and C are real numbers and A and C

are not both zero (E

x. 6x – y = 12)

Standard form

of a polynomial

The form

of a polynomial in which the degree of the term

s decreases from left to right (desce

nding order)

Stem-and-leaf display

A m

eans of organizing data in

which certain digits are uses as stems, and the remaining digits are le

ave

s

Table

A display of data, usually arranged in

rows and columns

Term

A number, variable, or the product or quotient of a number and one or more variables

Theoretica

l probabilities

Probabilitie

s determ

ined without perform

ing an exp

eriment

Unit rates

Any fixe

d amount, quantity, etc., used as a standard

Trinomial

An exp

ression containing three term

s connected by a plus or minus sign (E

x. 5x² + 3x – 6)

Units of measu

re

Inches, meters, pounds, grams, etc.

Variable

A letter that can assume different va

lues

Vertex

The m

aximum or minim

um value of a parabola

Vertical Line Test

A m

ethod used to determ

ine if a relation is a functio

n or not (If a vertical line passe

s through a graph m

ore than once, the graph is

not the graph of a function.)

Vertical Shift

Move

ment of a graph up or down the y-axis

Whole numbers

The set of natural n

umbers and zero

X-axis

The horizo

ntal axis of a coordinate plane

X-coordinate

The locatio

n on the x-axis of a point on the coordinate plane

20

Arkansas D



Algebra I G

lossary

X-intercept

The x-coordinate of the point where a line cross

es the x-axis

Y-axis

The vertical a

xis of a coordinate plane

Y-coordinate

The locatio

n on the y-axis of a point on the coordinate plane

Y-intercept

The y-coordinate of the point where the line cross

es the y-axis

Zeros

The x-intercepts of a quadratic equatio

n that crosse

s the x-axis

21

Arkansas D



Geometry Glossary

GEOMETRY Glossary

Adjace

nt angles

Two coplanar angles that share a vertex and a side but do not ove

rlap

Alternate in

terior angles

Two angles that lie on opposite sides of a transve

rsal between two lines that the transve

rsal intersects

Altitude of a triangle

A perpendicular se

gment from a vertex of a triangle to the line that contains the opposite side

Angle

Two non-collinear rays

having the same vertex

Angle of depression

When a point is viewed from a higher point, the angle that the person’s line of sight make

s with the horizo

ntal

Angle of eleva

tion

When a point is viewed from a lower point, the angle that the person’s line of sight makes with the horizo

ntal

22

Arkansas D



Geometry Glossary

Apothem

The distance

from the center of a regular polygon to a side

Arcs

An unbroke

n part of a circle

Area

The amount of space

in square units

needed to cove

r a surface

Attributes

A quality, property, or characteristic

that desc

ribes an item or a person (Ex. color, size, etc.)

Biconditional

A statement that contains the words “if and only if” (This single statement is equivalent to writing both

“if p, then q” and its conve

rse “if q then p.)”

Bisector

A segment, ray or line that divides into two congruent parts

Center of a circle

The point equal d

istance from all points on the circle

Central a

ngle

An angle whose vertex is the center of a circle (Its m

easure is equal to the m

easure of its intercepted arc.)

23

Arkansas D



Geometry Glossary

Centroid

The centroid of the triangle is the point of congruency of the m

edians of the triangle.

Chords

A segment whose endpoints lie on the circle

Circle

The set of all points in

a plane that are an equal d

istance (radius) from a given point (the center) which is also in

the

plane

Circumcenter

A circumcenter is the point of concurrency of the perpendicular bisectors of a triangle.

Circumference

The distance

around a circle

Circumscribed

A circle is

circumsc

ribed about a polygon when each vertex of the polygon lies on the circle.

(The polygon is I inscribed in the circle.)

Collinear points

Points in the same plane that lie

on the same line

Complementary angles

Two angles whose m

easures add up to 90 degrees

Concentric circles

Concentric circles lie in the same plane and have

the same center

24

Arkansas D



Geometry Glossary

Conditional statements

A statement that can be written in the form

“if p, then q”

(Statement p is

the hyp

othesis and statement q is

the co

nclusion.)

Cone

A three dim

ensional figure with one circle base and a vertex

Congruent

Having the same m

easure

Conjecture

Something belie

ved to be true but not ye

t prove

n (an educa

ted guess

)

Consecutive

angles

In a polygon, two angles that share a side

Consecutive

sides

In a polygon, two sides that sh

are a vertex

Contrapositive

The contrapositive

of a conditional s

tatement (“if p, then q” is the statement “if not q, then not p”)

Conve

rse

The conve

rse of the conditional statement interchanges the hyp

othesis and conclusion

(“if p, then q, beco

mes “if q, then p”)

Conve

x polygon

A polygon in which no segment that connects two vertices can be drawn outside the polygon

Coordinate geometry

Geometry based on the coordinate sys

tem

25

Arkansas D



Geometry Glossary

Coordinate plane

A grid form

ed by two axe

s that intersect at the origin (The axe

s divided the plane in

to 4 equal quadrants.)

Coplanar points

Points that lie in

the same plane

Corolla

ry

A corolla

ry of a theorem is

a statement that can easily be prove

n by using the theorem.

Corresponding parts

A side (or angle) of a polygon that is m

atched up with a side (or angle) of a congruent or sim

ilar polygon

Cosine

In a right triangle, the ratio

of the length of the le

g adjacent to the angle to the le

ngth of the hyp

otenuse

Cross-section

A cross-section is the intersection of a solid and a plane.

Cylinder

A space figure whose base

s are circles of the same size

Deductive reasoning

U

sing facts, defin

itions, and accepted properties in

a lo

gical o

rder to reach a conclusion or to show that a conjecture

is always

true

Dila

tions

Transform

ations producing sim

ilar but not necess

arily congruent fig

ures

26

Arkansas D



Geometry Glossary

Exterior angle of a polygon

An angle form

ed when one side of the polygon is extended

(The angle is

adjace

nt to an in

terior angle of the polygon.)

Geometric m

ean

If a, b, and x are positive

numbers, and a/x = x/b, then x is the geometric m

ean of a and b.

Incenter

The incenter of a triangle is the point of congruency of the angle bisectors of the triangle.

Inductive

reasoning

A typ

e of reaso

ning in

which a predictio

n or conclusion is

based on an observed pattern

Inscribed angle

An angle whose vertex is on a circle and whose sides are chords of the circle

27

Arkansas D



Geometry Glossary

Inscribed circle

A circle is

inscribed in

a polygon if the sides of the polygon are tangent to the circle.

Inscribed polygon

A polygon is inscribed in a circle if the vertices of the polygon are on the circle.

Interior angles of a polygon

The inside angle of a polygon form

ed by two adjacent sides

Inve

rse statement

The inve

rse of the conditional s

tatement (“if p, then q” is the statement “if not p, then not q”)

Irregular polygon

A polygon where all sides and angles are not co

ngruent

Isometric drawings

Drawings on isometric dot paper used to show 3-dim

ensional objects

Isosc

eles triangle

A triangle with at least two sides congruent

Line of sym

metry

The line ove

r which a figure is reflected resu

lting in

a figure that co

incides exa

ctly with the original fig

ure

Linear pair of angles

Two adjace

nt angles form

a linear pair if their non-shared rays

form

a straight angle.

Matrix logic

Using a m

atrix to solve logic problems

28

Arkansas D



Geometry Glossary

Median of a triangle

A segment that has as its endpoints a vertex of the triangle and the m

idpoint of the opposite

side

Midpoint of a segment

The point that divides a segment into two congruent segments

Midsegment

A segment whose endpoints are the m

idpoints of two sides of a polygon

Orthocenter

The orthocenter is the point of concurrency of the altitu

des of a triangle.

Orthographic drawings

An orthographic drawing is

the top view, front view and right side view of a three-dim

ensional fig

ure.

Parallel lines

Lines in

a plane that neve

r intersect

Parallelogram

A quadrilateral with both pairs of opposite sides parallel

29

Arkansas D



Geometry Glossary

Perimeter

The distance

around a polygon

Perpendicular bisector

The perpendicular bisector of a segment is a line, se

gment or ray that is perpendicular to the segment at its

midpoint.

Perpendicular

Two lines, segments, rays

, or planes that intersect to form

right angles

Planes

A flat surface having no boundaries

Platonic solid

A polyhedron all of whose face

s are congruent regular polygons, and where the same number of face

s m

eet at eve

ry

vertex

Point

A specific lo

catio

n in

space

Polygon

A closed plane figure whose sides are segments that intersect only at their endpoints with each segment intersecting

exa

ctly two other segments

Postulates

A m

athematic

al s

tatement that is acc

epted without proof

30

Arkansas D



Geometry Glossary

Prism

A three-dim

ensional fig

ure--with two congruent faces called bases--that lies in parallel planes

(The other face

s called lateral face

s are rectangles that connect corresponding vertices of the bases.)

Pyramid

A three-dim

ensional fig

ure with one base that is a polygon

(The other face

s, called lateral face

s, are triangles that connect the base to the vertex.)

Quadrilateral

A four-sided polygon

Radius

A line segment having one endpoint at the center of the circle and the other endpoint on the circle

Reflections

Mirror im

ages of a figure (Objects stay the same shape, but their positio

ns change through a flip.)

Regular octagon

An octagon with all sides and angles congruent

Regular polygon

A polygon with all sides and angles congruent

Rotations

A transform

atio

n in

which eve

ry point move

s along a circular path around a fixed point called the center of rotation

Scale drawings

Pictures that show relative

sizes of real o

bjects

31

Arkansas D



Geometry Glossary

Secants

A line, ray or segment that intersects a circle at two points

Sim

ilarity

The property of being sim

ilar

Sim

ilar polygons

Two polygons are sim

ilar if corresponding angles are congruent and the lengths of corresp

onding sides are in

proportion.

Sine



g opposite

the angle to the length of the hyp

otenuse

Slope

The ratio of the vertical c

hange to the horizo

ntal ch

ange

Slope-intercept form

A linear equatio

n in

the form

y = m

x + b, where m

is the slope of the graph of the equatio

n and b is

the y in

tercept

Special right triangles

A triangle whose

angles are either 30-60-90 degrees or 45-45-90 degrees

32

Arkansas D



Geometry Glossary

Spheres

The set of all points in

space

equal d

istance from a given point

Standard form

of an equation

The form

of a linear equatio

n Ax + By = C

where A, B, and C are real numbers and A and C

are not both zero

Ex. 6x + 2y = 10

Supplementary angles

Two angles whose m

easures add up to 180 degrees

Surface

area

The area of a net for a three-dim

ensional figure

Tangent



g opposite

the angle to the length of the le

g adjacent to the angle

Tangent to a circle

A line in the plane of the circle that intersects the circle in

only one point

Tessellate

A pattern of polygons that cove

rs a plane without gaps or ove

rlaps

Theorems

A conjecture that can be prove

n to be true

Transform

ation

A change m

ade to the size or position of a figure

Translatio

n

A transform

atio

n that slides each point of a figure the same distance

in the same direction

33

Arkansas D



Geometry Glossary

Transve

rsal

A line that intersects two or more other lines in the same plane at different points

Triangle Inequality Theorem

The sum of the le

ngths of any two sides of a triangle is

greater than the lengths of the third side.

Trigonometric ratio

s

The sine, co

sine and tangent ratios

Venn diagram

A display that pictures unions and in

tersections of se

ts

Vertical angles

Non-adjace

nt, non-ove

rlapping congruent angles form

ed by two intersectin

g lines (They sh

are a common vertex.)

∠1 and ∠

3 are vertical angles.

∠2 and ∠

4 are vertical angles.

Volume

The number of cubic units

needed to fill a space

34

Arkansas D



Committee List


iency Framework C

ommittee

Acknowledgements

The State of Arkansas D

epartment of Education ack

nowledges the assistance and cooperation received from in

dividuals and groups throughout the state in the

deve

lopment of the ELP Standards. Special thanks

are exp

ressed to:

•

The C

urriculum, Ass

ess

ment, and R

esearch (CAR) Department under the Learning Services D

ivision for providing the leadership and guidance to

deve

lop these documents. The O

ffice of Language M

inority Programs O

ffice also contributed to the completion of this document.

Amy Hoskins, Bryant School District

Judy Story, Fort Smith School D

istrict

Angela H

olm

berg, Rogers School District

Karen H

earth, Rogers School D

istrict

Barbara Frederick

, Pulask

i County Special S

chool District

Kim

Newton, Nashville Sch

ool D

istrict

Betty Jones, Lake

side School D

istrict at Lake Village

Kristin

Sca

nlon, Faye

tteville School District

Darla R

ea, Mountain H

ome Sch

ool District

Lana Tollett, Benton Sch

ool D

istrict

Darrell Irvin, Springdale School District

Laura W

ieland, Springdale Sch

ool District

Debbie Propps, DeQueen School District

Leslie M

oore, Siloam Springs School District

Deborah Culpepper, H

ope Sch

ool District

Marcelline C

arr, Little R

ock

Sch

ool District

Donald Austin

, Wickes Sch

ool D

istrict

Marie G

earhart, Jo

nesboro Sch

ool District

Doretta A. Griffin, Hamburg Sch

ool District

Mary Bridgforth, Springdale Sch

ool District

Dr. Jeanne G

love

r, Jonesboro School District

Mary C

asto, Little R

ock

Sch

ool District

Dr. Julia C

orreia, Henderson State U

niversity

Melissa W

right, Bentonville Sch

ool District

Dr. Karen Broadnax, Little R

ock

School District

Naomi L

ass

en, Mountain Home School District

Dr. M

arla H

. Ramirez, U

niversity of Arkansas at Monticello

Nova

Staggs, North Little R

ock

School District

Dr. Tina H

owlett, Rogers Sch

ool District

Paddy Jane King, Green Forest Sch

ool D

istrict

Dr. U

rsula C

handler, Arkansas Tech U

niversity

Patricia Jack

son, DeQueen M

ena C

ooperative

Gary Punchard, Wicke

s School District

Ralph Sattaza

hn, Fort Smith

School District

Jamie H

olt, West Memphis Sch

ool District

Reva

Viswanathan, Pulask

i County School District

Jane Ann Bilo

n, Pulask

i County Special Sch

ool D

istrict

Sharon Van Pelt, Little

Rock

School District

Joyc

e R

ichey, Batesville

School District

Stephanie N

ehus, Benton School District

Judy Hobson, Springdale School District

ARKANSAS DEPARTMENT OF EDUCATION Critical Academic Licensure Shortage Areas

2006-2007 School Year

The Arkansas Department of Education has designated the following areas as critical academic teacher licensure/endorsement shortage areas for the 2006-2007 school year. Licensure Areas: Art Middle Childhood * Mathematics/Science (4-8) English/Language Arts/Social Studies (4-8) Foreign Language (P-8, 7-12) Science (Secondary) French Life/Earth Science (7-12) German Physical/Earth Science (7-12) Spanish or (Old Licenses: Biology/Chemistry/Physical

Science/Physics) Mathematics (Secondary) Special Education Mathematics (7-12) Deaf Education Visually Impaired Special Ed. Instructional Specialist (P-4, 4-12) or (Old Licenses: {K-12} Mildly Handicapped,

Moderately/Profound Handicapped/Severely Emotionally Disturbed)

Endorsements: Library Media Guidance and Counseling Gifted and Talented * The 2006-2007 school year may be the last year in which middle school will be designated as a licensure shortage area due to the establishment of the 5th/6th endorsements.

Rules Governing the Non-Traditional Licensure Program

5.01.3 As approved on April 10, 2006

Document appropriate employment as teacher-of-record, teaching a minimum of five

class periods per day in the appropriate licensure area(s), in an Arkansas ppuubblliicc sscchhooooll

dduurriinngg tthhee pprroovviissiioonnaall lliicceennssuurree ppeerriioodd.. or other Arkansas agency or organization

requiring that requires an Arkansas teaching license

5.01.3 As recommended for a Technical Amendment

Document appropriate employment as teacher-of-record, teaching a minimum of five

hours per day in the appropriate licensure area(s), with a certified mentor approved by the

ADE in an Arkansas ppuubblliicc sscchhooooll oorr aa pprriivvaattee sscchhooooll wwiitthhiinn tthhee ssttaattee ooff AArrkkaannssaass

aaccccrreeddiitteedd bbyy aa nnaattiioonnaallllyy rreeccooggnniizzeedd aaccccrreeddiittiinngg aassssoocciiaattiioonn dduurriinngg tthhee pprroovviissiioonnaall

lliicceennssuurree ppeerriioodd.. or other Arkansas agency or organization requiring that requires an

Arkansas teaching license

DRAFT

Arkansas Department of Education

Rules Governing the Assessments Scores for Students Attending the Arkansas School for

Mathematics, Sciences and the Arts of the University of Arkansas February 2006

1.0 Regulatory Authority

1.01 These Rules shall be known as the Arkansas Department of Education Rules

Governing the Assessment Scores of Students attending the Arkansas School for

Mathematics, Sciences and the Arts of the University of Arkansas.

1.02 The State Board of Education promulgated these Rules pursuant to the

implementation of Ark. Code Ann. _6-11-105 and Ark. Code Ann. _6-15-439

Act 2253 of the Regular Session of 2005.

2.0 Purpose of Rules

2.01 To develop reporting procedures on student achievement designed to track and

report the results of assessments taken by students attending the Arkansas School

for Mathematics, Sciences, and the Arts of the University of Arkansas to the

public school districts that the student attended immediately prior to transferring

to the Arkansas School for Mathematics, Sciences and Arts of the University of

Arkansas.

3.0 Definition for the Purpose of these Rules, the following terms mean:

3.1 AArkansas Comprehensive Assessment Program@ B means the testing component

of Arkansas Comprehensive, Testing, Assessment and Accountability Program,

which shall consist of developmentally appropriate assessments for kindergarten,

Grades one and two, national norm-referenced tests in Grades 3 through 9, any

other assessments as required by the State Board of Education, criterion-

referenced tests for Grades 3 through 8, or other assessments which are based on

researched best practices as determined by qualified experts which would be in

compliance with federal and state law, End-of-Course tests for designated grades

and content areas, and the high school literacy test;

3.2 AArkansas Comprehensive, Testing, Assessment and Accountability Program@

(ACTAAP) B means a comprehensive system that focus on high academic

standards, professional development, student assessments, and accountability for

all schools;

3.3 ACriterion-Referenced Test (CRT)@ B an assessment required by state statue, rule

and regulation which is designed by the State to measure student

performance/achievement on the State=s Academic Content Standards;

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3.4 ANorm-Referenced Test (NRT)@ B an assessment required by state law rule or

regulation to measure the performance/achievement of Arkansas students relative

to the achievement of students who comprised the norm or standardization group

for a particular commercial instrument;

3.5 ASecure Examination or Assessment@ B an assessment instrument, materials or

other student achievement evaluation method required by State statue, rule or

regulation that is administered to assess student performance or achievement and

takes place on the dates specified on the testing/assessment calendar developed by

the Commissioner of the Department.

4.0 Transmittal of Assessment Scores

4.1 Secure assessment scores under the Arkansas Comprehensive, Testing,

Assessment, and Accountability Program for assessments taken by students

attending the Arkansas School for Mathematics, Sciences, and the Arts of the

University of Arkansas shall be made available to school officials for educational

purposes only.

5.0 Identification of students attending the Mathematics and Science School

5.1 The Arkansas School for Mathematics and Sciences and the Arts of the University

of Arkansas shall report the name, of each individual student to the local school

district the student attended immediately prior to transferring to the Arkansas

School for Mathematics, Sciences and the Arts of the University of Arkansas, and

make an official request for ACTAAP assessment scores for educational use.

5.2 Upon request of ACTAAP assessment scores, the local school district shall

immediately release all ACTAAP assessment scores to the Arkansas School for

Mathematics, Sciences and the Arts of the University of Arkansas.

5.3 The Arkansas School for Mathematics, Science and Arts of the University of

Arkansas shall report to the Office of Public School Academic Accountability the

name of each student, and the name of the school district the student attended

immediately prior to transferring to the Arkansas School for Mathematics,

Sciences and the Arts of the University of Arkansas no later than December 15 of

each school year.

5.4 Due to confidentiality of individual student achievement scores ACTAAP, the

Arkansas Department of Education shall make available on a website only the

aggregate assessment scores of students attending the Arkansas School for

Mathematics, Sciences and the Arts of the University of Arkansas to appropriate

school officials in local school districts and at the Arkansas School for

Mathematics, Sciences, and Arts of the University of Arkansas.

Documents

AGENDA STATE BOARD OF EDUCATION - Arkansasdese.ade.arkansas.gov/public/userfiles/SBE_Agendas/2006/...Ramsey Mr. Ramsey was convicted of one count of Manufacture, Possession or Delivery