About the Language Arts Standards

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About the Language Arts Standards

The new state standards are written to a much higher level of Bloom’s Taxonomy. 

This symbol identifies a Tennessee Diploma Project 2008 Standards Awareness Resource

There are 8 strands within the new Language Arts standards; they are aligned with the national standards.

• Standard 1- Language

• Standard 2- Communication

• Standard 3- Writing

• Standard 4- Research

• Standard 5- Logic

• Standard 6- Informational Text

• Standard 7- Media

• Standard 8- Literature

Standard 1 - Language

This strand covers grammar, mechanics, vocabulary, and sentence structure. In the primary grades the Language Arts emphasis is on reading including employing a variety of strategies to decode words and expand vocabulary. The emphasis is one expanding language through vocabulary growth. 

Standard 2- Communication

This strand builds speaking and listening skills in both formal and informal situations. Beginning at middle grades, skills of group and team participation are included. It is important that students are more active learners with all of the noise and movement of talking and collaborating. There should be cooperative, collaborate activities developing the classroom as an interdependent community. All students should communicate and problem solve on a daily basis.

Standard 3- Writing

This strand includes instruction in generating, drafting, organizing, and proofreading writing in a variety of modes and for a variety of audiences. Students should have more responsibility for their work: goal setting, record keeping, monitoring, sharing, exhibiting, and evaluating. They also need more choices of writing topics. The rigor in this strand will require the students to have legible handwriting with correct letter formation.

Standard 4- Research

This strand instructs in conducting research, attributing sources appropriately, and evaluating the reliability of resources. Students must have more inductive hands-on learning experiences and more in-depth studies of a smaller number of topics to provide them internalization of the inquiry method. Students should be provided opportunities to pick partners and research projects and have a variety of places to gain knowledge using community resources as well as the library.

Standard 5- Logic

This strand trains students to think reasonably, follow logical trains of thoughts, avoid faulty reasoning, and weigh evidence. Students need to spend less time in rote memorization of facts and details, and more time using higher-order thinking skills. The goal is to develop their ability to think logically and to use those skills daily. They must apply comprehension using strategies that activate prior knowledge and provide after-reading applications.

Standard 6- Informational Text

One of the GLEs for this standard in primary grades is that students will recognize that a variety of graphics support informational texts.  Kindergarten’s GLE  just states that they should recognize that illustrations support informational texts. This strand emphasizes the methods necessary to comprehend the organizational structures and graphics employed in informational text. Students should be engaged in reading real text: whole books, primary sources, and nonfiction materials.

Standard 7- Media

One of the GLEs for the primary grades is that the students will recognize the ability of media to inform, persuade, and entertain. They should experience and respond to a variety of media focusing on the ways in which the functions and techniques of a variety of media contribute to the message they attempt to convey. Teachers will experience more diverse roles such as coaching, demonstrating, and modeling.

Standard 8- Literature

This strand acquaints students with a wide range of literary types and diverse content, including both the conventions of the literary genres and the themes / concepts reflecting the human condition. Teacher should be read aloud good literature to students and give them more choice in their own reading materials. Leveled texts are also critically important. We should measure success of reading by the student’s reading habits, attitudes and comprehension.