MA English Lang. Arts Framework matched to Bailey's Book House

MA English Lang. Arts Framework
matched to
Bailey's Book House

Language Strand

Learning Standard 2: Students will pose questions, listen to the ideas of others, and contribute their own information or ideas in group discussions and interviews in order to acquire new knowledge.

Component:

Make-A-Story

Reference:

Guide p. 19-22

Required:

Suggested:

K-2

Interested:

Language Strand

Learning Standard 3: Students will make oral presentations that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed.

Component:

Make-A-Story

Reference:

Guide p. 19-22

Required:

Suggested:

K-2

Interested:

LA 3.PreK-4:
Give oral presentations about experiences or interests using eye contact, proper pace, volume, and clear enunciation.

Examples

LA 3.PreK-2.Ex:
PreK-2: Students explain why something they bring from home is important to them.

LA 3.3-4.Ex:
3-4: Students give a presentation of information they have acquired from a visit to the Children's Museum.

Component:

Make-A-Story

Reference:

Guide p. 19-22

Required:

Suggested:

K-2

Interested:

Language Strand

Learning Standard 5: Students will identify, describe, and apply knowledge of the structure of the English language and standard English conventions for sentence structure, usage, punctuation, capitalization, and spelling.

Component:

Letter Machine

Reference:

Guide p. 15-18

Required:

Suggested:

K-2

Interested:

Component:

Three Letter Carnival

Reference:

Guide p. 23-26

Required:

Suggested:

K-2

Interested:

Component:

My Friend

Reference:

Guide p. 35-38

Required:

Suggested:

K-2

Interested:

LA 5.PreK-4:
Identify parts of speech (e.g. nouns, verbs, and adjectives), punctuation (e.g., end marks, commas for series, apostrophes), capitalization (e.g., countries, cities, names of people, months, days), paragraph indentation, usage (e.g., subject and verb agreement), sentence structure (e.g., fragments, run-ons), and standard English spelling.

Examples

LA 5.PreK-2.Ex:
PreK-2: Students examine as a class anonymous copies of stories written by children in another class and correct them for punctuation, capitalization, usage, and spelling.

LA 5.3-4.Ex:
3-4: The teacher gives students a passage from a story about the Franklin Park Zoo or the Walter Stone Zoo as a dictation. After the dictation, the teacher shows them printed copy of the passage and each student corrects his or her own dictation for spelling, punctuation, capitalization, or usage errors.

Component:

Letter Machine

Reference:

Guide p. 15-18

Required:

Suggested:

K-2

Interested:

Component:

Three Letter Carnival

Reference:

Guide p. 23-26

Required:

Suggested:

K-2

Interested:

Component:

My Friend

Reference:

Guide p. 35-38

Required:

Suggested:

K-2

Interested:

Literature Strand

Learning Standard 8: Students will decode accurately and understand new words encountered in their reading materials, drawing on a variety of strategies as needed, and then use these words accurately in speaking and writing.

Component:

Edmo & Houdini

Reference:

Guide p. 11-14

Required:

Suggested:

K-2

Interested:

Component:

Three Letter Carnival

Reference:

Guide p. 23-26

Required:

Suggested:

K-2

Interested:

Component:

Read-A-Rhyme

Reference:

Guide p. 27-30

Required:

Suggested:

K-2

Interested:

LI 8.PreK-4:
Use their knowledge of phonics, syllabication, suffixes; the meanings of prefixes; a dictionary; or context clues to decode and understand new words, and use these words accurately in their own writing.

Examples

LI 8.PreK-2.Ex:
PreK-2: Students encounter difficulty in decoding the word "sap" in a story about maple trees. Their teacher asks them to recall how they sounded out "tap," "map," and "cap." They use their knowledge of phonics to decode "sap" and then discuss the meaning of the word in the story.

LI 8.3-4.Ex:
3-4: Students learning to read the labels on common, over-the-counter medicines come across the word anti-bacterial. Their teacher asks them to figure out the meaning of anti-freeze and then has them figure out the meaning of anti-war and anti-labor, as well as anti-bacterial, so that they learn the meaning of this prefix.

Component:

Edmo & Houdini

Reference:

Guide p. 11-14

Required:

Suggested:

K-2

Interested:

Component:

Three Letter Carnival

Reference:

Guide p. 23-26

Required:

Suggested:

K-2

Interested:

Component:

Read-A-Rhyme

Reference:

Guide p. 27-30

Required:

Suggested:

K-2

Interested:

Literature Strand

Learning Standard 10: Students will identify, analyze, and apply knowledge of the characteristics of different genres.

Component:

Make-A-Story

Reference:

Guide p. 19-22

Required:

Suggested:

K-2

Interested:

Component:

Read-A-Rhyme

Reference:

Guide p. 27-30

Required:

Suggested:

K-2

Interested:

Component:

My Friend

Reference:

Guide p. 35-38

Required:

Suggested:

K-2

Interested:

LI 10.PreK-4:
Distinguish among common forms of literature such as poetry, prose, fiction, nonfiction, and drama and identify such differences as these:
poetry is written in verse and commonly associated with images, concrete descriptive phrases, and the figurative language of similes and metaphors;
prose is associated with straightforward statements, unadorned by imagery and closer to everyday speech than poetry;
fiction is associated with narrative, novel, and short story, as opposed to
non-fiction, which is associated with presentation of facts, concepts, and ideas.

Apply this knowledge as a strategy for reading and writing,

Examples

LI 10.PreK-2.Ex:
PreK-2: Students listen to a fable from Aesop, a Thornton Burgess tale, and a story about woodland animals. Students are asked by their teacher to decide which selection is fiction and which is fantasy, to create a graphic organizer showing the similarities and differences between the stories, and to reach a conclusion about what they learned from each story.

LI 10.3-4.Ex:
3-4: Students investigate bugs in a variety of ways: they collect bugs, care for them, observe them, read about them, and write about them. Using a magazine such as Cricket as a model, students create their own class magazine about bugs, and include non-fiction articles, poetry, and short stories.

Component:

Make-A-Story

Reference:

Guide p. 19-22

Required:

Suggested:

K-2

Interested:

Literature Strand

Learning Standard 11: Students will identify, analyze, and apply knowledge of theme in literature and provide evidence from the text to support their understanding.

Component:

Make-A-Story

Reference:

Guide p. 19-22

Required:

Suggested:

K-2

Interested:

LI 11.PreK-4:
Identify themes in fictional and nonfictional works, and relate them to personal experience or to the experiences of others.

Examples

LI 11.PreK-2.Ex:
PreK-2: Students explore the theme "a true friend helps us when we are in trouble" in poems, pictures, and stories. They compare their own experiences with friendship and create original stories, poems, and artwork on this theme.

LI 11.3-4.Ex:
3-4: Students read stories, listen to songs, or view videos of such American legendary and folk heroes as Daniel Boone, Paul Bunyan, Buffalo Bill Cody, Davy Crockett, Calamity Jane, John Henry, and Annie Oakley to understand the ways in which authors, lyricists, or directors exaggerate plot and characterization in order to develop theme. Students then locate legends and folk tales from other cultures with the same theme and prepare a class anthology of them.

Component:

Make-A-Story

Reference:

Guide p. 19-22

Required:

Suggested:

K-2

Interested:

Literature Strand

Learning Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction and provide evidence from the text to support their understanding.

Component:

Make-A-Story

Reference:

Guide p. 19-22

Required:

Suggested:

K-2

Interested:

LI 12.PreK-4:
Identify the elements of plot, character, and setting in a favorite story and use these elements in their own stories.

Examples

LI 12.PreK-2.Ex:
PreK-2: After listening to Where the Wild Things Are, by Maurice Sendak, students work together as a class with the teacher's help to write a story map and then compose a fantasy of their own with a plot, characters, and a setting.

LI 12.3-4.Ex:
3-4: Students read adventure tales from a variety of cultures. Through discussions and teacher help, students identify elements of the adventure story, such as leaving home, getting stronger through encountering difficulty, and returning home. Working in cooperative groups, students identify how "The Mouse Couple," a Hopi tale, is an adventure story.

Component:

Make-A-Story

Reference:

Guide p. 19-22

Required:

Suggested:

K-2

Interested:

Literature Strand

Learning Standard 13: Students will identify, analyze, and apply knowledge of the structure, elements, and meaning of non-fiction or informational material and provide evidence from the text to support their understanding.

Component:

Make-A-Story

Reference:

Guide p. 19-22

Required:

Suggested:

K-2

Interested:

Component:

My Friend

Reference:

Guide p. 35-38

Required:

Suggested:

K-2

Interested:

Literature Strand

Learning Standard 14: Students will identify, analyze, and apply knowledge of the structure, elements, and theme of poetry and provide evidence from the text to support their understanding.

Component:

Three Letter Carnival

Reference:

Guide p. 23-26

Required:

Suggested:

K-2

Interested:

Component:

Read-A-Rhyme

Reference:

Guide p. 27-30

Required:

Suggested:

K-2

Interested:

LI 14.PreK-4:
Identify a regular beat and similarities of sounds in words in responding to rhythm and rhyme in poetry.

Examples

LI 14.PreK-2.Ex:
PreK-2: Students recognize and respond to the rhythm and rhyme in Mother Goose rhymes and in poems by David McCord and John Ciardi.

LI 14.3-4.Ex:
3-4: During a study of insects, students read poems from Joyful Noise: Poems for Two Voices, by Paul Fleischman. Each poem examines an insect's sounds, movements, diet, and metamorphosis through lines designed to be read chorally or in duet. Students also sing songs from A Creepy Crawly Song Book. Together, they write their own insect poems and lyrics.

Component:

Three Letter Carnival

Reference:

Guide p. 23-26

Required:

Suggested:

K-2

Interested:

Component:

Read-A-Rhyme

Reference:

Guide p. 27-30

Required:

Suggested:

K-2

Interested:

Literature Strand

Learning Standard 15: Students will identify and analyze how an author's choice of words appeals to the senses, creates imagery, suggests mood, and sets tone.

Component:

My Friend

Reference:

Guide p. 35-38

Required:

Suggested:

K-2

Interested:

Literature Strand

Learning Standard 18: Students will plan and present effective dramatic readings, recitations, and performances that demonstrate appropriate consideration of audience and purpose.

Component:

Make-A-Story

Reference:

Guide p. 19-22

Required:

Suggested:

K-2

Interested:

LI 18.PreK-4:
Plan and perform readings of selected texts using clear diction and voice quality (pitch, tempo, and tone) appropriate to the selection.

Examples

LI 18.PreK-2.Ex:
PreK-2: After reading a folktale as a narrative, students choose roles, then read the same tale from a script. They rehearse their lines and present an informal performance for their classmates. (Connects with arts)

LI 18.3-4.Ex:
3-4: Students present a choral reading of Henry Wadsworth Longfellow's "Midnight Ride of Paul Revere" as part of their observance of Patriots' Day. (Connects with history/social science and arts)

Component:

Make-A-Story

Reference:

Guide p. 19-22

Required:

Suggested:

K-2

Interested:

Composition Strand

Learning Standard 19: Students will write compositions with a clear focus, logically related ideas to develop it, and adequate detail.

Component:

My Friend

Reference:

Guide p. 35-38

Required:

Suggested:

K-2

Interested:

Composition Strand

Learning Standard 20: Students will select and use appropriate genres, modes of reasoning, and speaking styles when writing for different audiences and rhetorical purposes. (See Figure G)

Component:

Make-A-Story

Reference:

Guide p. 19-22

Required:

Suggested:

K-2

Interested:

Component:

My Friend

Reference:

Guide p. 35-38

Required:

Suggested:

K-2

Interested:

CO 20.PreK-4:
Use a variety of forms or genres when writing for different audiences.

Examples

CO 20.PreK-2.Ex:
PreK-2: At the beginning of the year, second graders write friendly letters to first graders telling them what they enjoyed reading and learning in first grade. As a follow-up, students write personal essays for the principal, describing what they remember most about their first day of school as second graders. At a "writer's circle," students discuss how the two assignments differ.

CO 20.3-4.Ex:
3-4: Pairs of students who are reading the same book share ideas and reactions by corresponding through informal notes. Next they write friendly letters to imaginary pen pals, and add appropriate background details to describe the book to a reader who is unfamiliar with it. Students discuss how the two assignments differ, and what dilemmas the second task posed to them as writers.

Component:

Make-A-Story

Reference:

Guide p. 19-22

Required:

Suggested:

K-2

Interested:

Composition Strand

Learning Standard 23: Students will use self-generated questions, note-taking, summarizing, precis writing, and outlining to enhance learning when reading or writing.

Component:

Make-A-Story

Reference:

Guide p. 19-22

Required:

Suggested:

K-2

Interested:

Composition Strand

Learning Standard 24: Students will use open-ended research questions, different sources of information, and appropriate research methods to gather information for their research projects.

Component:

Letter Machine

Reference:

Guide p. 15-18

Required:

Suggested:

K-2

Interested:

Component:

Make-A-Story

Reference:

Guide p. 19-22

Required:

Suggested:

K-2

Interested:

CO 24.PreK-4:
Formulate open-ended research questions to explore a topic of interest.

Examples

CO 24.PreK-2.Ex:
PreK-2: A Kindergarten teacher helps students develop open-ended questions about the class pet. For example, they ask: "How much food does a guinea pig eat in a week?" The class brainstorms ways for finding an answer, and then keeps track of their pet's eating habits through daily observations. (Connects with mathematics, science and technology)

CO 24.3-4.Ex:
3-4: Students use science notebooks and their Internet connections to generate information on weather patterns in New England and compare them to patterns in other parts of the country. (Connects with mathematics, science and technology)

Component:

Make-A-Story

Reference:

Guide p. 19-22

Required:

Suggested:

K-2

Interested:

Composition Strand

Learning Standard 25: Students will develop and use appropriate rhetorical, logical, and stylistic criteria for assessing final versions of their compositions or research projects before presenting them to varied audiences.

Component:

Make-A-Story

Reference:

Guide p. 19-22

Required:

Suggested:

K-2

Interested:

CO 25.PreK-4:
Form and explain their own standards or judgments of quality, display them in the classroom, and present them to family members.

Examples

CO 25.PreK-2.Ex:
PreK-2: Students compare first drafts of individual descriptions of their favorite picture book and decide which tell a lot about the story, which tell enough, and which need to tell more. They use these criteria in revising their work to show to parents at Open House.

CO 25.3-4.Ex:
Example: 3-4: Before displaying on the bulletin board their reports on their visit to the Science Museum, students propose their own criteria for distinguishing more effective reports from less effective ones. (Connects with science and technology)

Component:

Make-A-Story

Reference:

Guide p. 19-22

Required:

Suggested:

K-2

Interested:

Media Strand

Learning Standard 26: Students will obtain information by using a variety of media and evaluate the quality of material they obtain.

Component:

Make-A-Story

Reference:

Guide p. 19-22

Required:

Suggested:

K-2

Interested:

Printed On: January 21, 1999

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