Standards and Strands
There are five language arts literacy standards, each of which has lettered strands and learning expectations for each grade level in grades K-8, as well as a combined cluster for grades 9-12. The standards and strands are outlined below:
3.1 Reading
A. Concepts About Print
B. Phonological Awareness
C. Decoding and Word Recognition
D. Fluency
E. Reading Strategies (before, during, and after reading)
F. Vocabulary and Concept Development
G. Comprehension Skills and Response to Text
H. Inquiry and Research
3.2 Writing
A. Writing as a Process
B. Writing as a Product
C. Mechanics, Spelling, and Handwriting
D. Writing Forms, Audiences, and Purposes
3.3 Speaking
A. Discussion
B. Questioning (Inquiry) and Contributing
C. Word Choice
D. Oral Presentation
3.4 Listening
A. Active Listening
B. Listening Comprehension
3.5 Viewing and Media Literacy
A. Constructing Meaning
B. Visual and Verbal Messages
C. Living with Media
On February 25, 2003, Governor McGreevey’s Executive Order No. 8 created the Early Literacy Task Force and required the development of individual grade-level indicators in kindergarten through fourth grade for all five language arts. Subsequently, the department developed grade-level expectations for grades 5-8 to comply with requirements set forth in the No Child Left Behind Act of 2001 and to align with federal testing requirements.
The early elementary school experiences are critical to school success. Five-year-olds enter school with a wide range of abilities, motivation to learn, and preschool and home literacy experiences. It is understood that some schools continue to provide half-day kindergartens, while others provide full-day programs for children. Half-day kindergarten programs should make every effort to address the prescribed grade-level expectations outlined in this document. It may be necessary for administrators to review their existing kindergarten schedule, program, staff needs, or classroom materials in order for all students to achieve these standards.
