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Georgia Performance Standards

K-12 Language Arts

With the implementation of the new Georgia Performance Standards between 2004 and 2009, the public school system of Georgia adopts a standards-based approach to student learning. Through thoughtful curriculum planning, development of formative and summative assessments and instructional design matched to the standards and research-based practices, Georgia's goal is to lead the nation in improving student achievement.

During the 2004-2005 school year all K-12 English/Language Arts (ELA) teachers will be trained in the K-12 ELA Performance Standards with initial implementation during the 2005-2006 school year. The Criterion-Referenced Competency Tests (CRCT) will reflect these new standards with the April, 2006 administration of the assessment.

The new Georgia ELA Performance Standards address some of the problems inherent in the Quality Core Curriculum (QCC), our state curriculum for many years. Characteristics unique to the new GPS are:

• A ladder curricular design that requires mastery of skills and concepts at specific grade levels - eschewing the spiraling curriculum that has valued readiness over mastery and has allowed students to move from grade to grade with vague expectations of achievement.
• An expectation of depth of instruction; giving each grade level fewer concepts and skills and adequate time for students to master them at the application, analysis, and synthesis levels of cognition.
• A consistency across classrooms, grade levels, schools, and systems so that expectations of achievement leave no child behind.
• Assessments that drive instruction - beginning with the end in mind, "What do we want students to know and to be able to do?" and then designing learning opportunities to get all students there.

The Georgia ELA Performance Strands are:

K-3

• READING
• Concepts of Print (K-l)
• Phonological Awareness (K-l)
• Phonics (K-2)
• Fluency (K-3)
• Vocabulary (K-3)
• Comprehension (K-3)
• WRITING (K-3)
• CONVENTIONS (3)
• LISTENING/SPEAKING/VIEWING (K-3)

4-12

• READING
• WRITING
• CONVENTIONS
• LISTENING/SPEAKING/VIEWING

At completion, each standard will consist of four parts: the standard and its elements; suggested student tasks to achieve mastery of the standard; models of student work for rigor; and teacher commentaries for consistency of expectations. A sample ELA Standard is:

ELA3W1g
ELAW1 The student demonstrates competency in the writing process. The Student:
g. Begins to develop characters through action and dialogue.


ELA = English Language Arts
3 = Grade 3
W = Writing strand
1 = Standard number 1
g = Element

GPS Grade Level Content Summaries (K-5) - Language Arts

Kindergarten

In kindergarten, children transition from oral literacy to written literacy. They begin to learn concepts of print and develop the ability to write letters and represent words with letters. They begin to learn basic conventions of language by recognizing sentences. They begin to learn basic sight words and the basics of sound-print code. Students read and listen to books for a variety of purposes as they develop and/or sustain attention for an age appropriate length of time. They increase their spoken language with longer sentences and more complex vocabulary. Growth in oral and written language provides the solid foundation for success in all future learning.

First Grade

In first grade, students continue phonological development. They make major growth in learning to read by developing more advanced phonics skills and an expanding bank of sight words. They read, listen to, and discuss a variety of texts. They begin to make connections from text to their own lives and experiences while monitoring and self-correcting their own reading. They make major developments in writing - using the writing process to plan and produce stories with focus and organization. Students begin to learn the rules of language and spelling, and they expand sentences and recognizing paragraphs. They increase the appropriate use of formal language registers as they move towards mastery of language use in reading and writing for pleasure and information.

Second Grade

Second graders begin to transition from learning to read to reading to learn. They begin to read longer, more complex texts including chapter books. The writing process continues for second graders as they become more deliberate in editing and revising their work. Conventions also become a part of everyday writing in second grade. They begin to learn parts of speech and how to manipulate text to suit their purpose for writing. They expand sentences and begin to master the punctuation that occurs in more complex sentence structures. They engage in a variety of language and literary activities as they gain independence and mastery of reading, writing, speaking, and listening.

Third Grade

In third grade, students read more widely on a variety of topics and increase their ability to read aloud with fluency and comprehension. They enjoy a variety of genres and extract deeper meaning from more complex texts. Third graders are now able to work independently on research projects. They use all aspects of the writing process in producing compositions and reports. By the end of third grade, students recognize the importance of language conventions and correct spelling in effective communication. They show evidence of expanding language with increased vocabulary and a wider range of language structures. They exhibit flexibility in their ability to vary language patterns in both speaking and writing.

Fourth Grade

Fourth graders expand and deepen their knowledge of reading, writing, and speaking as they grow in independence. They can now understand and learn from texts without having the teacher preview the material for them. Students now use many metacognitive strategies to deepen and expand their understanding of material. Fourth graders use writing as a tool for learning. They write daily and use reading and writing strategies interchangeably. They are ready for opportunities to discuss books. They use appropriate conversational skills in both student-to-student and student-to teacher interactions. They are able to participate in a cooperative learning environment and are ready for more complex assignments that require oral and written presentations.

Fifth Grade

In fifth grade, students expand and deepen the concepts, skills, and strategies learned in earlier grades. Students comprehend texts from a variety of genres and content areas, naturally making connections as they discover new ideas and study subjects in more formal ways. Fifth graders use writing as a daily tool for learning - writing for a variety of purposes and audiences. They use reading and writing to learn about their world and other cultures. Their vocabulary continues to increase through reading, word study, discussion and content area explorations. Fifth graders also use appropriate conversational skills in group interactions as they now assume productive roles within cooperative groups. They can understand a problem and determine an appropriate solution. They also complete more complex assignments that require oral and written presentations.