New Jersey State Standards for Language Arts:
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NJ.3.1. Reading: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
3.1.A.1.
Concepts About Print: Realize that speech can be recorded in words (e.g., his/her own name; words and symbols in the environment).
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Standard 3.1.A.1.
3.1.A.2.
Concepts About Print: Distinguish letters from words.
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Standard 3.1.A.2.
3.1.A.3.
Concepts About Print: Recognize that words are separated by spaces.
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Standard 3.1.A.3.
3.1.A.4.
Concepts About Print: Follow words left to right and from top to bottom.
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Standard 3.1.A.4.
3.1.A.5.
Concepts About Print: Recognize that print represents spoken language.
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Standard 3.1.A.5.
3.1.A.6.
Concepts About Print: Demonstrate understanding of the function of a book and its parts, including front and back and title page.
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Standard 3.1.A.6.
3.1.B.1.
Phonological Awareness: Demonstrate understanding that spoken words consist of sequences of phonemes.
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Standard 3.1.B.1.
3.1.B.2.
Phonological Awareness: Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds.
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Standard 3.1.B.2.
3.1.B.3.
Phonological Awareness: Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).
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Standard 3.1.B.3.
3.1.B.4.
Phonological Awareness: Learn many, though not all, one-to-one letter-sound correspondences.
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Standard 3.1.B.4.
3.1.B.5.
Phonological Awareness: Given a spoken word, produce another word that rhymes with it.
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Standard 3.1.B.5.
3.1.C.1.
Decoding and Word Recognition: Recognize some words by sight.
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Standard 3.1.C.1.
3.1.C.2.
Decoding and Word Recognition: Recognize and name most uppercase and lowercase letters of the alphabet.
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Standard 3.1.C.2.
3.1.C.3.
Decoding and Word Recognition: Recognize and read one's name.
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Standard 3.1.C.3.
3.1.D.1.
Fluency: Practice reading behaviors such as retelling, reenacting, or dramatizing stories.
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Standard 3.1.D.1.
3.1.D.2.
Fluency: Recognize when a simple text fails to make sense when listening to a story read aloud.
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Standard 3.1.D.2.
3.1.D.3.
Fluency: Attempt to follow along in book while listening to a story read aloud.
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Standard 3.1.D.3.
3.1.D.4.
Fluency: Listen and respond attentively to literary texts (e.g., nursery rhymes) and functional texts (e.g., science books).
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Standard 3.1.D.4.
3.1.E.1.
Reading Strategies: Begin to track or follow print when listening to a familiar text being read.
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Standard 3.1.E.1.
3.1.E.2.
Reading Strategies: Think ahead and make simple predictions about text.
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Standard 3.1.E.2.
3.1.E.3.
Reading Strategies: Use picture clues to aid understanding of story content.
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Standard 3.1.E.3.
3.1.E.4.
Reading Strategies: Relate personal experiences to story characters' experiences, language, customs, and cultures with assistance from teacher.
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Standard 3.1.E.4.
3.1.E.5.
Reading Strategies: Read familiar texts from memory, not necessarily verbatim from the print alone.
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Standard 3.1.E.5.
3.1.F.1.
Vocabulary and Concept Development: Continue to develop a vocabulary through meaningful, concrete experiences.
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Standard 3.1.F.1.
3.1.F.2.
Vocabulary and Concept Development: Identify and sort words in basic categories.
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Standard 3.1.F.2.
3.1.F.3.
Vocabulary and Concept Development: Explain meanings of common signs and symbols.
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Standard 3.1.F.3.
3.1.F.4.
Vocabulary and Concept Development: Use new vocabulary and grammatical construction in own speech.
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Standard 3.1.F.4.
3.1.G.1.
Comprehension Skills and Response to Text: Respond to a variety of poems and stories through movement, art, music, and drama.
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Standard 3.1.G.1.
3.1.G.2.
Comprehension Skills and Response to Text: Verbally identify the main character, setting, and important events in a story read aloud.
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Standard 3.1.G.2.
3.1.G.3.
Comprehension Skills and Response to Text: Identify favorite books and stories.
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Standard 3.1.G.3.
3.1.G.4.
Comprehension Skills and Response to Text: Retell a story read aloud using main characters and events.
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Standard 3.1.G.4.
3.1.G.5.
Comprehension Skills and Response to Text: Participate in shared reading experiences.
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Standard 3.1.G.5.
3.1.G.6.
Comprehension Skills and Response to Text: Make predictions based on illustrations or portions of stories.
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Standard 3.1.G.6.
3.1.H.1.
Inquiry and Research: Locate and know the purposes for various literacy areas of the classroom and the library/media center.
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Standard 3.1.H.1.
3.1.H.2.
Inquiry and Research: Choose books related to topics of interest.
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Standard 3.1.H.2.
NJ.3.2. Writing: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.2.A.1.
Writing as a Process: Recognize that thoughts and talk can be written down in words.
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Standard 3.2.A.1.
3.2.A.2.
Writing as a Process: Observe the teacher modeling writing.
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Standard 3.2.A.2.
3.2.A.3.
Writing as a Process: Generate and share ideas and experiences for a story.
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Standard 3.2.A.3.
3.2.A.4.
Writing as a Process: Attempt to put ideas into writing using pictures, developmental spelling, or conventional text.
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Standard 3.2.A.4.
3.2.A.5.
Writing as a Process: Write (print) own first and last name.
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Standard 3.2.A.5.
3.2.A.6.
Writing as a Process: Participate in group writing activities such as experience stories, interactive writing, and shared writing.
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Standard 3.2.A.6.
3.2.A.7.
Writing as a Process: Begin to sequence story events for writing using pictures, developmental spelling, or conventional text.
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Standard 3.2.A.7.
3.2.B.1.
Writing as a Product: Show and talk about work samples containing pictures, developmental spelling, or conventional text.
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Standard 3.2.B.1.
3.2.B.2.
Writing as a Product: Begin to collect favorite work samples to place in personal writing folder.
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Standard 3.2.B.2.
3.2.C.1.
Mechanics, Spelling, and Handwriting: Use letter/sound knowledge in attempting to write (print) some words.
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Standard 3.2.C.1.
3.2.C.2.
Mechanics, Spelling, and Handwriting: Spell own name.
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Standard 3.2.C.2.
3.2.C.3.
Mechanics, Spelling, and Handwriting: Recognize and begin to use left-to-right and top-to-bottom directionality and spacing between words when writing.
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Standard 3.2.C.3.
3.2.C.5.
Mechanics, Spelling, and Handwriting: Write all uppercase and lowercase letters of the alphabet from teacher copy.
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Standard 3.2.C.5.
3.2.D.1.
Writing Forms, Audiences, and Purposes: Communicate personal response to literature through drawing, telling, or writing.
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Standard 3.2.D.1.
3.2.D.2.
Writing Forms, Audiences, and Purposes: Show and talk about favorite work samples (drawing or writing) with teacher and family.
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Standard 3.2.D.2.
NJ.3.3. Speaking: All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.3.A.1.
Discussion: Share experiences and express ideas.
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Standard 3.3.A.1.
3.3.A.2.
Discussion: Participate in conversations with peers and adults.
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Standard 3.3.A.2.
3.3.A.3.
Discussion: React to stories, poems, and songs.
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Standard 3.3.A.3.
3.3.B.1.
Questioning (Inquiry) and Contributing: Share in conversations with others.
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Standard 3.3.B.1.
3.3.B.2.
Questioning (Inquiry) and Contributing: Use oral language to extend learning.
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Standard 3.3.B.2.
3.3.C.1.
Word Choice: Use language to describe feelings, people, objects, and events.
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Standard 3.3.C.1.
3.3.C.2.
Word Choice: Suggest rhyming words during word play, songs, or read-aloud.
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Standard 3.3.C.2.
3.3.D.1.
Oral Presentation: Sing familiar songs and rhymes to promote oral language development.
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Standard 3.3.D.1.
3.3.D.2.
Oral Presentation: Begin to use social conventions of language.
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Standard 3.3.D.2.
NJ.3.4. Listening: All students will listen actively to information from a variety of sources in a variety of situations.
3.4.A.1.
Active Listening: Listen fully to understand instructions or hear daily messages.
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Standard 3.4.A.1.
3.4.A.2.
Active Listening: Listen to identify main characters and events in stories.
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Standard 3.4.A.2.
3.4.A.3.
Active Listening: Listen to rhymes and songs to begin developing an understanding of letter/sound relationships.
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Standard 3.4.A.3.
3.4.B.1.
Listening Comprehension: Listen attentively to books teacher reads to class.
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Standard 3.4.B.1.
3.4.B.2.
Listening Comprehension: Answer questions correctly about books read aloud.
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Standard 3.4.B.2.
3.5.A.1.
Constructing Meaning: Make predictions about visual information (e.g., pictures in books).
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Standard 3.5.A.1.
3.5.A.2.
Constructing Meaning: Discuss favorite characters from books, film, and television.
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Standard 3.5.A.2.
3.5.B.1.
Visual and Verbal Messages: Begin to sequence a series of pictures or images to tell a story.
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Standard 3.5.B.1.
3.5.B.2.
Visual and Verbal Messages: Show understanding of purpose for pictures in books.
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Standard 3.5.B.2.
NJ.3.1. Reading: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
3.1.A.1.
Concepts About Print: Match oral words to printed words (e.g., pointing to print as one reads).
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Standard 3.1.A.1.
3.1.A.2.
Concepts About Print: Practice reading print in the environment at school and at home with assistance.
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Standard 3.1.A.2.
3.1.A.3.
Concepts About Print: Locate and identify the title, author, and illustrator of a book or reading selection.
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Standard 3.1.A.3.
3.1.A.4.
Concepts About Print: Interpret simple graphs, charts, and diagrams.
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Standard 3.1.A.4.
3.1.B.1.
Phonological Awareness: Demonstrate understanding of all sound- symbol relationships.
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Standard 3.1.B.1.
3.1.B.2.
Phonological Awareness: Blend or segment the phonemes of most one-syllable words.
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Language Arts State
Standard 3.1.B.2.
3.1.B.3.
Phonological Awareness: Listen and identify the number of syllables in a word.
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Standard 3.1.B.3.
3.1.B.4.
Phonological Awareness: Merge spoken segments into a word.
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Standard 3.1.B.4.
3.1.B.5.
Phonological Awareness: Add, delete, or change sounds to change words (e.g., cow to how, cat to can).
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Standard 3.1.B.5.
3.1.C.1.
Decoding and Word Recognition: Identify all consonant sounds in spoken words (including blends such as bl, br; and digraphs such as th, wh).
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Standard 3.1.C.1.
3.1.C.2.
Decoding and Word Recognition: Recognize and use rhyming words to reinforce decoding skills.
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Language Arts State
Standard 3.1.C.2.
3.1.C.3.
Decoding and Word Recognition: Decode regular one-syllable words and nonsense words (e.g., sit, zot).
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Standard 3.1.C.3.
3.1.C.4.
Decoding and Word Recognition: Use sound-letter correspondence knowledge to sound out unknown words when reading text.
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Standard 3.1.C.4.
3.1.C.5.
Decoding and Word Recognition: Recognize high frequency words in and out of context.
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Language Arts State
Standard 3.1.C.5.
3.1.C.6.
Decoding and Word Recognition: Decode unknown words using basic phonetic analysis.
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Language Arts State
Standard 3.1.C.6.
3.1.C.7.
Decoding and Word Recognition: Decode unknown words using context clues.
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Language Arts State
Standard 3.1.C.7.
3.1.D.1.
Fluency: Answer questions correctly that are posed about stories read.
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Language Arts State
Standard 3.1.D.1.
3.1.D.2.
Fluency: Begin to read simple text with fluency.
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Language Arts State
Standard 3.1.D.2.
3.1.D.3.
Fluency: Read with fluency both fiction and nonfiction that is grade-level appropriate.
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Standard 3.1.D.3.
3.1.E.1.
Reading Strategies: Use prior knowledge to make sense of text.
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Language Arts State
Standard 3.1.E.1.
3.1.E.2.
Reading Strategies: Establish a purpose for reading and adjust reading rate.
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Language Arts State
Standard 3.1.E.2.
3.1.E.3.
Reading Strategies: Use pictures as cues to check for meaning.
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Language Arts State
Standard 3.1.E.3.
3.1.E.4.
Reading Strategies: Check to see if what is being read makes sense.
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Language Arts State
Standard 3.1.E.4.
3.1.E.5.
Reading Strategies: Monitor their reading by using fix-up strategies (e.g., searching for clues).
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Standard 3.1.E.5.
3.1.E.6.
Reading Strategies: Use graphic organizers to build on experiences and extend learning.
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Language Arts State
Standard 3.1.E.6.
3.1.E.7.
Reading Strategies: Begin to apply study skills strategies (e.g., survey, question, read, recite, and review - SQ3R) to assist with retention and new learning.
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Standard 3.1.E.7.
3.1.F.1.
Vocabulary and Concept Development: Develop a vocabulary of 300-500 high-frequency sight words and phonetically regular words.
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Standard 3.1.F.1.
3.1.F.2.
Vocabulary and Concept Development: Use and explain common antonyms and synonyms.
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Standard 3.1.F.2.
3.1.F.3.
Vocabulary and Concept Development: Comprehend common and/or specific vocabulary in informational texts and literature.
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Standard 3.1.F.3.
3.1.G.1.
Comprehension Skills and Response to Text: Draw simple conclusions from information gathered from pictures, print, and people.
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Standard 3.1.G.1.
3.1.G.2.
Comprehension Skills and Response to Text: Demonstrate familiarity with genres of text, including storybooks, expository texts, poetry, and newspapers.
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Standard 3.1.G.2.
3.1.G.3.
Comprehension Skills and Response to Text: Sequence information learned from text into a logical order to retell facts.
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Standard 3.1.G.3.
3.1.G.4.
Comprehension Skills and Response to Text: Identify, describe, compare, and contrast the elements of plot, setting, and characters.
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Standard 3.1.G.4.
3.1.G.5.
Comprehension Skills and Response to Text: Make simple inferences.
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Standard 3.1.G.5.
3.1.G.6.
Comprehension Skills and Response to Text: Read regularly in independent-level materials.
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Standard 3.1.G.6.
3.1.G.7.
Comprehension Skills and Response to Text: Engage in silent independent reading for specific purposes.
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Language Arts State
Standard 3.1.G.7.
3.1.H.1.
Inquiry and Research: Ask and explore questions related to a topic of interest.
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Standard 3.1.H.1.
3.1.H.2.
Inquiry and Research: Draw conclusions from information and data gathered.
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Language Arts State
Standard 3.1.H.2.
3.1.H.3.
Inquiry and Research: Be exposed to and read a variety of fiction and nonfiction, and produce evidence of reading.
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Standard 3.1.H.3.
NJ.3.2. Writing: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.2.A.1.
Writing as a Process: Begin to generate ideas for writing through talking, sharing, and drawing.
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Language Arts State
Standard 3.2.A.1.
3.2.A.2.
Writing as a Process: Observe the modeling of writing.
6
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Language Arts State
Standard 3.2.A.2.
3.2.A.3.
Writing as a Process: Begin to use a basic writing process to develop writing.
5
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Standard 3.2.A.3.
3.2.A.4.
Writing as a Process: Use simple sentences to convey ideas.
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Standard 3.2.A.4.
3.2.A.5.
Writing as a Process: Increase fluency (ability to write ideas easily) to improve writing.
8
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Standard 3.2.A.5.
3.2.A.6.
Writing as a Process: Continue to use pictures, developmental spelling or conventional text to create writing drafts.
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Standard 3.2.A.6.
3.2.A.7.
Writing as a Process: Revisit pictures and writings to add detail.
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Standard 3.2.A.7.
3.2.A.8.
Writing as a Process: Begin to mimic an author's voice and patterns.
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Standard 3.2.A.8.
3.2.A.9.
Writing as a Process: Begin to use a simple checklist to improve writing with teacher support.
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Standard 3.2.A.9.
3.2.A.10.
Writing as a Process: Begin to use simple computer writing applications during some parts of the writing process.
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Standard 3.2.A.10.
3.2.B.1.
Writing as a Product: Produce finished writings to share with class and/or for publication.
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Standard 3.2.B.1.
3.2.B.2.
Writing as a Product: Produce stories from personal experiences.
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Standard 3.2.B.2.
3.2.B.3.
Writing as a Product: Show and talk about own writing for classroom audience.
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Standard 3.2.B.3.
3.2.C.1.
Mechanics, Spelling, and Handwriting: Write all upper and lowercase letters of the alphabet from memory.
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Standard 3.2.C.1.
3.2.C.2.
Mechanics, Spelling, and Handwriting: Begin to use basic punctuation and capitalization.
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Standard 3.2.C.2.
3.2.C.3.
Mechanics, Spelling, and Handwriting: Apply sound/symbol relationships to writing words.
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Language Arts State
Standard 3.2.C.3.
3.2.C.4.
Mechanics, Spelling, and Handwriting: Use developmental spelling or phonics-based knowledge to spell independently, when necessary.
7
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Language Arts State
Standard 3.2.C.4.
3.2.C.5.
Mechanics, Spelling, and Handwriting: Develop awareness of conventional spelling.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.5.
3.2.C.6.
Mechanics, Spelling, and Handwriting: Use left-to-right and top-to-bottom directionality and use appropriate spacing between words.
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Language Arts State
Standard 3.2.C.6.
3.2.D.1.
Writing Forms, Audiences, and Purposes: Create written texts for others to read.
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Standard 3.2.D.1.
3.2.D.2.
Writing Forms, Audiences, and Purposes: Produce a variety of writings, including stories, descriptions, and journal entries, showing relationships between illustrations and printed text.
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Language Arts State
Standard 3.2.D.2.
3.3.A.1.
Discussion: Speak in complete sentences.
4
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Standard 3.3.A.1.
3.3.A.2.
Discussion: Offer personal opinions in discussion and retell personal experiences.
4
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Standard 3.3.A.2.
3.3.A.3.
Discussion: Role-play situations and dramatize story events.
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Language Arts State
Standard 3.3.A.3.
3.3.B.1.
Questioning (Inquiry) and Contributing: Respond to ideas and questions posed by others.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.B.1.
3.3.B.2.
Questioning (Inquiry) and Contributing: Ask and answer various types of questions.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.B.2.
3.3.C.1.
Word Choice: Attempt to use new vocabulary learned from shared literature and classroom experiences.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.1.
3.3.C.2.
Word Choice: Use descriptive words to clarify and extend ideas.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.2.
3.3.D.1.
Oral Presentation: Recite poems, stories, or rhymes orally (e.g., favorite nursery rhymes).
20
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.1.
3.3.D.2.
Oral Presentation: Participate in choral reading to develop phonemic awareness, oral language, and fluency.
20
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.2.
3.3.D.3.
Oral Presentation: Retell a story to check for understanding.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.3.
3.3.D.4.
Oral Presentation: Read aloud from developmentally appropriate texts with attention to expression.
74
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.4.
NJ.3.4. Listening: All students will listen actively to information from a variety of sources in a variety of situations.
3.4.A.1.
Active Listening: Listen and respond appropriately to directions.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.A.1.
3.4.A.2.
Active Listening: Listen to hear initial, final, and eventually middle sounds in words.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.A.2.
3.4.A.3.
Active Listening: Listen to a familiar text being read to begin tracking print.
25
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.A.3.
3.4.A.4.
Active Listening: Listen to a spoken word to produce another word that rhymes with it.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.A.4.
3.4.B.1.
Listening Comprehension: Listen to make predictions about stories read aloud.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.1.
3.4.B.2.
Listening Comprehension: Follow simple oral directions.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.2.
3.4.B.3.
Listening Comprehension: Recall information from listening to stories, poems, television, and film.
31
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.3.
3.4.B.4.
Listening Comprehension: Retell, reenact, or dramatize stories or parts of stories heard.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.4.
3.4.B.5.
Listening Comprehension: Respond appropriately to questions about stories read aloud.
25
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.5.
3.4.B.6.
Listening Comprehension: Begin to track print when listening to a familiar text being read or when rereading their own writing.
25
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.6.
3.4.B.7.
Listening Comprehension: Ask questions for clarification and explanation of stories and ideas heard.
27
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.7.
NJ.3.5. Viewing and Media Literacy: All students will access, view, evaluate, and respond to print, non print, and electronic texts and resources.
3.5.A.1.
Constructing Meaning: Retell the story from a favorite media program (e.g., television, movie).
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.1.
3.5.A.2.
Constructing Meaning: Distinguish between 'pretend' and 'real' in the media.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.2.
3.5.A.3.
Constructing Meaning: Begin to recognize that media messages have different purposes.
1
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.3.
3.5.A.4.
Constructing Meaning: Speculate about visual representations (e.g., pictures, artwork).
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.4.
3.5.A.5.
Constructing Meaning: Use simple graphs and charts to report data.
22
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.5.
3.5.A.6.
Constructing Meaning: Begin to recognize the work of a favorite illustrator.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.6.
3.5.A.7.
Constructing Meaning: Begin to compare and contrast media characters.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.7.
3.5.B.1.
Visual and Verbal Messages: Begin to interpret messages in simple advertisements.
1
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.1.
3.5.B.2.
Visual and Verbal Messages: Sequence a series of pictures or images to tell a story.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.2.
NJ.3.1. Reading: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
3.1.A.1.
Concepts About Print/Text: Use titles, tables of contents, and chapter headings to locate information.
45
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.A.1.
3.1.A.2.
Concepts About Print/Text: Recognize the purpose of a paragraph.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.A.2.
3.1.B.1.
Phonological Awareness: Add, delete, or change middle sounds to change words (e.g., pat to put).
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.B.1.
3.1.B.2.
Phonological Awareness: Use knowledge of letter-sound correspondences to sound out unknown words.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.B.2.
3.1.C.1.
Decoding and Word Recognition: Look for known chunks or small words to attempt to decode an unknown word.
32
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.1.
3.1.C.2.
Decoding and Word Recognition: Reread inserting the beginning sound of the unknown word.
33
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.2.
3.1.C.3.
Decoding and Word Recognition: Decode regular multisyllable words and parts of words (e.g., capital, Kalamazoo).
35
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.3.
3.1.C.4.
Decoding and Word Recognition: Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.
21
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.4.
3.1.D.1.
Fluency: Pause at appropriate end points (e.g., comma, period).
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.1.
3.1.D.2.
Fluency: Use appropriate pace; 'not choppy' or word-by-word.
17
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.2.
3.1.D.3.
Fluency: Use appropriate inflection (e.g., dialogue, exclamations, questions).
33
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.3.
3.1.D.4.
Fluency: Read silently without finger or lip movement.
33
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.4.
3.1.D.5.
Fluency: Self-monitor when text does not make sense.
33
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.5.
3.1.D.6.
Fluency: Employ learned strategies to determine if text makes sense without being prompted.
33
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.6.
3.1.E.1.
Reading Strategies: Skip over difficult words in an effort to read on and determine meaning.
33
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.E.1.
3.1.E.2.
Reading Strategies: Return to the beginning of a sentence and try again.
33
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.E.2.
3.1.F.1.
Vocabulary and Concept Development: Develop a vocabulary of 500-800 regular and irregular sight words.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.1.
3.1.F.2.
Vocabulary and Concept Development: Know and relate meanings of simple prefixes and suffixes.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.2.
3.1.F.3.
Vocabulary and Concept Development: Demonstrate evidence of expanding language repertory.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.3.
3.1.F.4.
Vocabulary and Concept Development: Understand concept of antonyms and synonyms.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.4.
3.1.F.5.
Vocabulary and Concept Development: Begin to use a grade-appropriate dictionary with assistance from teacher.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.5.
3.1.G.1.
Comprehension Skills and Response to Text: Demonstrate ability to recall facts and details of text.
41
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.1.
3.1.G.2.
Comprehension Skills and Response to Text: Recognize cause and effect in text.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.2.
3.1.G.3.
Comprehension Skills and Response to Text: Make inferences and support them with textual information.
44
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.3.
3.1.G.4.
Comprehension Skills and Response to Text: Continue to identify story elements in text.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.4.
3.1.G.5.
Comprehension Skills and Response to Text: Respond to text by using how, why, and what-if questions.
21
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.5.
3.1.H.1.
Inquiry and Research: Locate information using alphabetical order.
34
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.1.
3.1.H.2.
Inquiry and Research: Read a variety of nonfiction and fiction books and produce evidence of reading.
74
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.2.
NJ.3.2. Writing: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.2.A.1.
Writing as a Process: Generate ideas for writing: hearing stories, recalling experiences, brainstorming, and drawing.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.1.
3.2.A.2.
Writing as a Process: Observe the modeling of writing.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.2.
3.2.A.3.
Writing as a Process: Begin to develop an awareness of simple story structures and author's voice.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.3.
3.2.A.4.
Writing as a Process: Use sentences to convey ideas in writing.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.4.
3.2.A.5.
Writing as a Process: Maintain the use of a basic writing process to develop writing.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.5.
3.2.A.6
Writing as a Process: Use graphic organizers to assist with planning writing.
15
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.6
3.2.A.7.
Writing as a Process: Compose readable first drafts.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.7.
3.2.A.8.
Writing as a Process: Use everyday words in appropriate written context.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.8.
3.2.A.9.
Writing as a Process: Reread drafts for meaning, to add details, and to improve correctness.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.9.
3.2.A.10.
Writing as a Process: Focus on elaboration as a strategy for improving writing.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.10.
3.2.A.11.
Writing as a Process: Participate with peers to comment on and react to each other's writing.
38
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.11.
3.2.A.12.
Writing as a Process: Use a simple checklist to improve elements of own writing.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.12.
3.2.A.13.
Writing as a Process: Use computer writing applications during some parts of the writing process.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.13.
3.2.B.1.
Writing as a Product: Produce finished writings to share with classmates and/or for publication.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.1.
3.2.B.2.
Writing as a Product: Produce stories from personal experiences.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.2.
3.2.B.3.
Writing as a Product: Produce a narrative with a beginning, middle, and end.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.3.
3.2.B.4.
Writing as a Product: Write nonfiction pieces, such as letters, procedures, biographies, or simple reports.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.4.
3.2.C.1.
Mechanics, Spelling, and Handwriting: Use correct end point punctuation.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.1.
3.2.C.2.
Mechanics, Spelling, and Handwriting: Apply basic rules of capitalization.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.2.
3.2.C.3.
Mechanics, Spelling, and Handwriting: Use correct spelling of some high frequency words.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.3.
3.2.C.4.
Mechanics, Spelling, and Handwriting: Apply sound/symbol relationships to writing words.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.4.
3.2.C.5.
Mechanics, Spelling, and Handwriting: Recognize and apply basic spelling patterns.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.5.
3.2.D.1.
Writing Forms, Audiences, and Purposes: Create written texts for others to read.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.1.
3.2.D.2.
Writing Forms, Audiences, and Purposes: Generate ideas and write on topics in forms appropriate to science, social studies, or other subject areas.
33
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.2.
3.2.D.3
Writing Forms, Audiences, and Purposes: Use writing as a tool for learning self-discovery and reflection.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.3
3.2.D.4.
Writing Forms, Audiences, and Purposes: Use reading and technology to support writing.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.4.
3.2.D.5.
Writing Forms, Audiences, and Purposes: Write in a variety of simple genres to satisfy personal, academic, and social needs, such as letters, plays, procedures, biographies, or simple reports.
29
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.5.
NJ.3.3. Speaking: All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.3.A.1.
Discussion: Elaborate on experiences and ideas.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A.1.
3.3.A2.
Discussion: Begin to stay focused on a topic of discussion.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A2.
3.3.A3.
Discussion: Offer personal opinions related to topics of discussion.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A3.
3.3.A4.
Discussion: Wait their turn to speak.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A4.
3.3.B.1. Questioning (Inquiry) and Contributing: Ask for explanation to clarify meaning.
3.3.B.2.
Questioning (Inquiry) and Contributing: Respond to ideas posed by others.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.B.2.
3.3.B.3.
Questioning (Inquiry) and Contributing: Restate to demonstrate understanding.
74
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.B.3.
3.3.B.4.
Questioning (Inquiry) and Contributing: Identify a problem and simple steps for solving the problem.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.B.4.
3.3.C.1.
Word Choice: Use new vocabulary learned from literature and classroom experiences.
1
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.1.
3.3.C.2.
Word Choice: Recognize and discuss how authors use words to create vivid images.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.2.
3.3.D.1.
Oral Presentation: Participate in a dramatization or role play.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.1.
3.3.D.2.
Oral Presentation: Begin to understand the importance of looking at a speaker.
24
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.2.
3.3.D.3.
Oral Presentation: Talk about an experience or work sample in front of a small group.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.3.
NJ.3.4. Listening: All students will listen actively to information from a variety of sources in a variety of situations.
3.4.A.1.
Active Listening: Listen critically to identify main ideas and supporting details.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.A.1.
3.4.A.2.
Active Listening: Begin to distinguish between types of speech (e.g., a joke, a chat, a warning).
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.A.2.
3.4.A.3.
Active Listening: Listen and contribute to class discussions.
18
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.A.3.
3.4.B.1.
Listening Comprehension: Follow one- and two- step oral directions.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.1.
3.4.B.2.
Listening Comprehension: Develop a strong listening vocabulary to aid comprehension and oral and written language growth.
74
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.2.
NJ.3.5. Viewing and Media Literacy: All Students will access, view, evaluate, and respond to print, non print, and electronic texts and resources.
3.5.A.1.
Constructing Meaning: Speculate about characters, events, and settings in books, film, and television.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.1.
3.5.A.2.
Constructing Meaning: Recognize that media messages are created for a specific purpose (e.g., to inform, entertain, persuade).
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.2.
3.5.A.3.
Constructing Meaning: Use graphs and charts to report data.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.3.
3.5.A.4.
Constructing Meaning: Recognize the work of a favorite illustrator.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.4.
3.5.A.5.
Constructing Meaning: Compare and contrast media characters.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.5.
3.5.B.1.
Visual and Verbal Messages: Interpret messages in simple advertisements.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.1.
3.5.B.2.
Visual and Verbal Messages: Use a simple rating scale to judge media products.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.2.
3.5.B.3.
Visual and Verbal Messages: Begin to look at the effects of visual arts on one's mood and emotions.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.3.
NJ.3.1. Reading: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
3.1.A.1.
Concepts About Print/Text: Recognize that printed materials provide specific information.
37
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.A.1.
3.1.A.2.
Concepts About Print/Text: Recognize purposes for print conventions such as end-sentence punctuation, paragraphing, and bold print.
20
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.A.2.
3.1.A.3.
Concepts About Print/Text: Use a glossary or index to locate information in a text.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.A.3.
3.1.B.1.
Phonological Awareness: Demonstrate a sophisticated sense of sound-symbol relationships, including all phonemes (e.g., blends, digraphs, diphthongs).
55
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.B.1.
3.1.C.1.
Decoding and Word Recognition: Know sounds for a range of prefixes and suffixes (e.g., re-, ex-, -ment, -tion).
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.1.
3.1.C.2.
Decoding and Word Recognition: Use letter-sound knowledge and structural analysis to decode words.
20
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.2.
3.1.C.3.
Decoding and Word Recognition: Use context to accurately read words with more than one pronunciation.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.3.
3.1.D.1.
Fluency: Recognize grade-level words accurately and with ease so that a text sounds like spoken language when read aloud.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.1.
3.1.D.2.
Fluency: Read longer text and chapter books independently and silently.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.2.
3.1.D.3.
Fluency: Read aloud with proper phrasing, inflection, and intonation.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.3.
3.1.E.1.
Reading Strategies: Set purpose for reading and check to verify or change predictions during/after reading.
67
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.E.1.
3.1.E.2.
Reading Strategies: Monitor comprehension and accuracy while reading in context and self-correct errors.
67
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.E.2.
3.1.E.3.
Reading Strategies: Use pictures and context clues to assist with decoding of new words.
67
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.E.3.
3.1.E.4.
Reading Strategies: Develop and use graphic organizers to build on experiences and extend learning.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.E.4.
3.1.F.1.
Vocabulary and Concept Development: Spell previously studied words and spelling patterns accurately.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.1.
3.1.F.2.
Vocabulary and Concept Development: Point to or clearly identify specific words or wording that cause comprehension difficulties.
67
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.2.
3.1.F.3.
Vocabulary and Concept Development: Infer word meanings from taught roots, prefixes, and suffixes.
16
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.3.
3.1.F.4.
Vocabulary and Concept Development: Use a grade-appropriate dictionary with assistance from teacher.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.4.
3.1.F.5.
Vocabulary and Concept Development: Use pictures and context clues to assist with meaning of new words.
67
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.5.
3.1.G.1.
Comprehension Skills and Response to Text: Recognize purpose of the text.
67
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.1.
3.1.G.2.
Comprehension Skills and Response to Text: Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.2.
3.1.G.3.
Comprehension Skills and Response to Text: Interpret information in graphs, charts, and diagrams.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.3.
3.1.G.4.
Comprehension Skills and Response to Text: Ask how, why, and what-if questions in interpreting nonfiction texts.
33
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.4.
3.1.G.5.
Comprehension Skills and Response to Text: Recognize how authors use humor, sarcasm, and imagery to extend meaning.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.5.
3.1.G.6.
Comprehension Skills and Response to Text: Discuss underlying theme or message in interpreting fiction.
1
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.6.
3.1.G.7.
Comprehension Skills and Response to Text: Summarize major points from fiction and nonfiction texts.
67
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.7.
3.1.G.8.
Comprehension Skills and Response to Text: Draw conclusions and inferences from texts.
36
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.8.
3.1.G.9.
Comprehension Skills and Response to Text: Recognize first-person 'I' point of view.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.9.
3.1.G.10.
Comprehension Skills and Response to Text: Compare and contrast story plots, characters, settings, and themes.
17
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.10.
3.1.G.11.
Comprehension Skills and Response to Text: Participate in creative responses to texts (e.g., dramatizations, oral presentations).
31
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.11.
3.1.G.12.
Comprehension Skills and Response to Text: Read regularly in materials appropriate for their independent reading level.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.12.
3.1.G.13.
Comprehension Skills and Response to Text: Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.
67
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.13.
3.1.G.14.
Comprehension Skills and Response to Text: Use information and reasoning to examine bases of hypotheses and opinions.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.14.
3.1.H.1.
Inquiry and Research: Use library classification systems, print or electronic, to locate information.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.1.
3.1.H.2.
Inquiry and Research: Draw conclusions from information and data gathered.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.2.
3.1.H.3.
Inquiry and Research: Read a variety of nonfiction and fiction books and produce evidence of understanding.
33
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.3.
NJ.3.2. Writing: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.2.A.1.
Writing as a Process: Generate possible ideas for writing through recalling experiences, listening to stories, reading, brainstorming, and discussion.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.1.
3.2.A.2.
Writing as a Process: Examine real-world examples of writing in various genres to gain understanding of how authors communicate ideas through form, structure, and author's voice.
17
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.2.
3.2.A.3.
Writing as a Process: Use graphic organizers to assist with planning writing.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.3.
3.2.A.4.
Writing as a Process: Compose first drafts from prewriting work.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.4.
3.2.A.5.
Writing as a Process: Revise a draft by rereading for meaning, narrowing the focus, sequencing, elaborating with detail, improving openings, closings, and word choice to show voice.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.5.
3.2.A.6.
Writing as a Process: Participate with peers to comment on and react to each other's writing.
60
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.6.
3.2.A.7.
Writing as a Process: Build awareness of ways authors use paragraphs to support meaning.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.7.
3.2.A.8.
Writing as a Process: Begin to develop author's voice in own writing.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.8.
3.2.A.9.
Writing as a Process: Use reference materials to revise work, such as a dictionary or internet/software resource.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.9.
3.2.A.10.
Writing as a Process: Edit work for basic spelling and mechanics.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.10.
3.2.A.11.
Writing as a Process: Use computer word-processing applications during parts of the writing process.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.11.
3.2.A.12.
Writing as a Process: Understand and use a checklist and/or rubric to improve writing.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.12.
3.2.A.13.
Writing as a Process: Reflect on own writing, noting strengths and areas needing improvement.
12
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.13.
3.2.B.1.
Writing as a Product: Write a descriptive piece, such as a description of a person, place, or object.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.1.
3.2.B.2.
Writing as a Product: Write a narrative piece based on personal experiences.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.2.
3.2.B.3.
Writing as a Product: Write a nonfiction piece and/or simple informational report across the curriculum.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.3.
3.2.B.4.
Writing as a Product: Present and discuss writing with other students.
16
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.4.
3.2.B.5.
Writing as a Product: Apply elements of grade-appropriate rubrics to improve writing.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.5.
3.2.C.1.
Mechanics, Spelling, Handwriting: Use Standard English conventions that are developmentally appropriate to the grade level: sentences, punctuation, capitalization, and spelling.
28
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.1.
3.2.C.2.
Mechanics, Spelling, Handwriting: Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.
65
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.2.
3.2.C.3.
Mechanics, Spelling, Handwriting: Study examples of narrative and expository writing to develop understanding of paragraphs and indentation.
33
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.3.
3.2.C.4.
Mechanics, Spelling, Handwriting: Develop knowledge of English spelling through the use of patterns, structural analysis, and high frequency words.
67
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.4.
3.2.C.5.
Mechanics, Spelling, Handwriting: Write legibly in manuscript or cursive to meet district standards.
28
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.5.
3.2.D.1.
Writing Forms, Audiences, and Purposes: Write for a variety of purposes (e.g., to inform, entertain, persuade) and audiences (e.g., self, peers, community).
25
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.1.
3.2.D.2.
Writing Forms, Audiences, and Purposes: Develop fluency by writing daily and for sustained amounts of time.
25
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.2.
3.2.D.3.
Writing Forms, Audiences, and Purposes: Generate ideas for writing in a variety of situations and across the curriculum.
25
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.3.
3.2.D.4.
Writing Forms, Audiences, and Purposes: Write to express thoughts and ideas, to share experiences, and to communicate socially.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.4.
3.2.D.5.
Writing Forms, Audiences, and Purposes: Write the events of a story sequentially.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.5.
3.2.D.6.
Writing Forms, Audiences, and Purposes: Produce writing that demonstrates the use of a variety of sentence types, such as declarative, interrogative, exclamatory, and imperative.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.6.
3.2.D.7.
Writing Forms, Audiences, and Purposes: Respond to literature through writing to demonstrate an understanding of a text.
43
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.7.
3.2.D.8.
Writing Forms, Audiences, and Purposes: Write narrative text (e.g., realistic or humorous story).
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.8.
3.2.D.9.
Writing Forms, Audiences, and Purposes: Write non-fiction text (e.g., reports, procedures, letters).
12
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.9.
NJ.3.3. Speaking: All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.3.A.1.
Discussion: (Listen and follow a discussion in order to contribute appropriately.
23
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A.1.
3.3.A.2.
Discussion: (Stay focused on topic.
23
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A.2.
3.3.A.3.
Discussion: (Take turns.
57
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A.3.
3.3.A.4.
Discussion: (Support an opinion with details.
33
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A.4.
3.3.B.1.
Questioning (Inquiry) and Contributing: Develop appropriate questions to explore a topic.
33
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.B.1.
3.3.B.2.
Questioning (Inquiry) and Contributing: Contribute information, ideas, and experiences to classroom inquiry.
33
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.B.2.
3.3.C.1.
Word Choice: Use vocabulary related to a particular topic.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.1.
3.3.C.2. Word Choice: Adapt language to persuade, explain, or seek information.
3.3.C.3.
Word Choice: Use new vocabulary and figurative language learned from literature and classroom experiences.
1
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.3.
3.3.D.1.
Oral Presentation: Use pictures to support an oral presentation.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.1.
3.3.D.2.
Oral Presentation: Attempt to revise future presentations based on feedback from peers and teacher.
15
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.2.
3.3.D.3.
Oral Presentation: Use appropriate strategies to prepare, rehearse, and deliver an oral presentation, such as word choice, expression, eye contact, and volume.
4
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.3.
3.4.A.1.
Active Listening: Connect messages heard to prior knowledge and experiences.
28
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.A.1.
3.4.A.2.
Active Listening: Exchange information through verbal and nonverbal messages.
28
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.A.2.
3.4.B.1.
Listening Comprehension: Follow two-and three-step directions.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.1.
3.4.B.2.
Listening Comprehension: Listen to a story read aloud and/or information from television or film, and summarize main ideas.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.2.
3.4.B.3.
Listening Comprehension: Paraphrase information shared by others.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.3.
3.5.A.1.
Constructing Meaning: Begin to demonstrate an awareness of different media forms and how they contribute to communication.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.1.
3.5.A.2.
Constructing Meaning: Identify the central theme and main ideas in different media.
1
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.2.
3.5.B.1.
Visual and Verbal Messages: Recognize the effects of visual arts on one's mood and emotions.
1
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.1.
3.5.B.2.
Visual and Verbal Messages: Begin to explore and interpret messages found in advertisements and other texts.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.2.
NJ.3.1. Reading: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
3.1.A.1.
Concepts About Print/Text: Identify differences of various print formats, including newspapers, magazines, books, and reference resources.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.A.1.
3.1.A.2.
Concepts About Print/Text: Recognize purposes and uses for print conventions such as paragraphs, end-sentence punctuation, and bold print.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.A.2.
3.1.A.3.
Concepts About Print/Text: Identify and locate features that support text meaning (e.g., maps, charts, illustrations).
12
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.A.3.
3.1.C.1.
Decoding and Word Recognition: Use letter-sound correspondence and structural analysis (e.g., roots, affixes) to decode words.
15
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.1.
3.1.C.2.
Decoding and Word Recognition: Know and use common word families to decode unfamiliar words.
77
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.2.
3.1.C.3.
Decoding and Word Recognition: Recognize compound words, contractions, and common abbreviations.
24
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.3.
3.1.D.1.
Fluency: Use appropriate rhythm, flow, meter, and pronunciation in demonstrating understanding of punctuation marks.
4
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.1.
3.1.D.2.
Fluency: Read at different speeds using scanning, skimming, or careful reading as appropriate.
53
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.2.
3.1.E.1.
Reading Strategies: Use knowledge of word meaning, language structure, and sound-symbol relationships to check understanding when reading.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.E.1.
3.1.E.2.
Reading Strategies: Identify specific words or passages causing comprehension difficulties and seek clarification.
53
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.E.2.
3.1.E.3.
Reading Strategies: Select useful visual organizers before, during, and after reading to organize information (e.g., Venn diagrams).
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.E.3.
3.1.F.1.
Vocabulary and Concept Development: Infer word meanings from learned roots, prefixes, and suffixes.
15
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.1.
3.1.F.2.
Vocabulary and Concept Development: Infer specific word meanings in the context of reading passages.
53
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.2.
3.1.F.3.
Vocabulary and Concept Development: Identify and correctly use antonyms, synonyms, homophones, and homographs.
32
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.3.
3.1.F.4.
Vocabulary and Concept Development: Use a grade-appropriate dictionary (independently) to define unknown words.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.4.
3.1.G.1.
Comprehension Skills and Response to Text: Discuss underlying themes across cultures in various texts.
21
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.1.
3.1.G.2.
Comprehension Skills and Response to Text: Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts (e.g., science, social studies).
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.2.
3.1.G.3.
Comprehension Skills and Response to Text: Cite evidence from text to support conclusions.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.3.
3.1.G.4.
Comprehension Skills and Response to Text: Understand author's opinions and how they address culture, ethnicity, gender, and historical periods.
25
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.4.
3.1.G.5.
Comprehension Skills and Response to Text: Follow simple multiple-steps in written instructions.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.5.
3.1.G.6.
Comprehension Skills and Response to Text: Recognize an author's point of view.
26
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.6.
3.1.G.7.
Comprehension Skills and Response to Text: Identify and summarize central ideas in informational texts.
30
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.7.
3.1.G.8.
Comprehension Skills and Response to Text: Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.
70
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.8.
3.1.G.9.
Comprehension Skills and Response to Text: Recognize literary elements in stories, including setting, characters, plot, and mood.
12
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.9.
3.1.G.10.
Comprehension Skills and Response to Text: Identify some literary devices in stories.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.10.
3.1.G.11.
Comprehension Skills and Response to Text: Identify the structures in poetry.
47
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.11.
3.1.G.12.
Comprehension Skills and Response to Text: Identify the structures in drama.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.12.
3.1.G.13.
Comprehension Skills and Response to Text: Read regularly in materials appropriate for their independent reading level.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.13.
3.1.H.1.
Inquiry and Research: Use library classification systems, print or electronic, to locate information.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.1.
3.1.H.2.
Inquiry and Research: Investigate a favorite author and produce evidence of research.
72
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.2.
3.1.H.3.
Inquiry and Research: Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, and produce evidence of reading.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.3.
NJ.3.2. Writing: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.2.A.1.
Writing as a Process: Generate possible ideas for writing through talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.1.
3.2.A.2.
Writing as a Process: Develop an awareness of form, structure, and author's voice in various genres.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.2.
3.2.A.3.
Writing as a Process: Use strategies such as reflecting on personal experiences, reading, doing interviews or research, and using graphic organizers to generate and organize ideas for writing.
31
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.3.
3.2.A.4.
Writing as a Process: Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.4.
3.2.A.5.
Writing as a Process: Revise drafts by rereading for meaning, narrowing the focus, elaborating, reworking organization, openings, and closings, and improving word choice and consistency of voice.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.5.
3.2.A.6.
Writing as a Process: Review own writing with others to understand the reader's perspective and to consider ideas for revision.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.6.
3.2.A.7.
Writing as a Process: Review and edit work for spelling, mechanics, clarity, and fluency.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.7.
3.2.A.8.
Writing as a Process: Use a variety of reference materials to revise work, such as a dictionary, thesaurus, or internet/software resources.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.8.
3.2.A.9.
Writing as a Process: Use computer writing applications during most of the writing process.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.9.
3.2.A.10.
Writing as a Process: Understand and apply elements of grade-appropriate rubrics to improve and evaluate writing.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.10.
3.2.A.11.
Writing as a Process: Reflect on one's writing, noting strengths and areas needing improvement.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.11.
3.2.B.1.
Writing as a Product: Create narrative pieces, such as memoir or personal narrative, which contain description and relate ideas, observations, or recollections of an event or experience.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.1.
3.2.B.2.
Writing as a Product: Write informational reports across the curriculum that frame an issue or topic, include facts and details, and draw from more than one source of information.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.2.
3.2.B.3.
Writing as a Product: Craft writing to elevate its quality by adding detail, changing the order of ideas, strengthening openings and closings, and using dialogue.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.3.
3.2.B.4.
Writing as a Product: Build knowledge of the characteristics and structures of a variety of genres.
19
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.4.
3.2.B.5.
Writing as a Product: Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting, and rearranging appropriately.
19
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.5.
3.2.B.6.
Writing as a Product: Write sentences of varying lengths and complexity, using specific nouns, verbs, and descriptive words.
43
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.6.
3.2.B.7.
Writing as a Product: Recognize the difference between complete sentences and sentence fragments and examine the uses of each in real-world writing.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.7.
3.2.B.8.
Writing as a Product: Improve the clarity of writing by rearranging words, sentences, and paragraphs.
4
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.8.
3.2.B.9.
Writing as a Product: Examine real-world writing to expand knowledge of sentences, paragraphs, usage, and authors' writing styles.
41
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.9.
3.2.B.10.
Writing as a Product: Provide logical sequence and support the purpose of writing by refining organizational structure and developing transitions between ideas.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.10.
3.2.B.11.
Writing as a Product: Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.11.
3.2.C.1.
Mechanics, Spelling, and Handwriting: Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.
29
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.1.
3.2.C.2.
Mechanics, Spelling, and Handwriting: Use increasingly complex sentence structure and syntax to express ideas.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.2.
3.2.C.3.
Mechanics, Spelling, and Handwriting: Use grade appropriate knowledge of English grammar and usage to craft writing, such as subject/verb agreement, pronoun usage and agreement, and appropriate verb tenses.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.3.
3.2.C.4.
Mechanics, Spelling, and Handwriting: Use punctuation correctly in sentences, such as ending punctuation, commas, and quotation marks in dialogue.
21
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.4.
3.2.C.5.
Mechanics, Spelling, and Handwriting: Use capital letters correctly in sentences, for proper nouns, and in titles.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.5.
3.2.C.6.
Mechanics, Spelling, and Handwriting: Study examples of narrative and expository writing to develop understanding of the reasons for and use of paragraphs and indentation.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.6.
3.2.C.7.
Mechanics, Spelling, and Handwriting: Indent in own writing to show the beginning of a paragraph.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.7.
3.2.C.8.
Mechanics, Spelling, and Handwriting: Spell grade-appropriate words correctly with particular attention to frequently used words, contractions, and homophones.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.8.
3.2.C.9.
Mechanics, Spelling, and Handwriting: Use knowledge of base words, structural analysis, and spelling patterns to expand spelling competency in writing.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.9.
3.2.C.10.
Mechanics, Spelling, and Handwriting: Use a variety of reference materials, such as a dictionary, grammar reference, and internet/software resources to edit written work.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.10.
3.2.D.1.
Writing Forms, Audiences, and Purposes: Write for different purposes (e.g., to express ideas, to inform, to entertain, to respond to literature, to question, to share) and a variety of audiences (e.g., self, peers, community).
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.1.
3.2.D.2.
Writing Forms, Audiences, and Purposes: Study the characteristics of a variety of genres, including expository, narrative, poetry, and reflection.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.2.
3.2.D.3.
Writing Forms, Audiences, and Purposes: Develop independence by setting self-selected purposes and generating topics for writing.
18
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.3.
3.2.D.4.
Writing Forms, Audiences, and Purposes: Write independently to satisfy personal, academic, and social needs (e.g., stories, summaries, letters, or poetry).
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.4.
3.2.D.5.
Writing Forms, Audiences, and Purposes: Use writing to paraphrase, clarify, and reflect on new learning across the curriculum.
12
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.5.
3.2.D.6.
Writing Forms, Audiences, and Purposes: Respond to literature in writing to demonstrate an understanding of the text, to explore personal reactions, and to connect personal experiences with the text.
18
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.6.
3.2.D.7.
Writing Forms, Audiences, and Purposes: Write narratives that relate recollections of an event or experience and establish a setting, characters, point of view, and sequence of events.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.7.
3.2.D.8.
Writing Forms, Audiences, and Purposes: Write informational reports that frame a topic, include facts and details, and draw information from several sources.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.8.
3.2.D.9.
Writing Forms, Audiences, and Purposes: Write formal and informal letters for a variety of audiences and purposes.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.9.
3.2.D.10.
Writing Forms, Audiences, and Purposes: Use a variety of strategies to organize writing, including sequence, chronology, and cause/effect.
15
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.10.
3.2.D.11.
Writing Forms, Audiences, and Purposes: Demonstrate higher-order thinking skills through responses to open-ended and essay questions in content areas or as responses to literature.
15
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.11.
3.2.D.12.
Writing Forms, Audiences, and Purposes: Use relevant graphics in writing (e.g., maps, charts, illustrations).
4
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.12.
3.2.D.13.
Writing Forms, Audiences, and Purposes: Demonstrate the development of a personal style and voice in writing.
18
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.13.
NJ.3.3. Speaking: All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.3.A.1.
Discussion: Use details, examples and reasons to support central ideas or clarify a point of view.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A.1.
3.3.A.2.
Discussion: Stay focused on a topic and ask relevant questions.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A.2.
3.3.A.3.
Discussion: Take turns without dominating.
22
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A.3.
3.3.B.1.
Questioning (Inquiry) and Contributing: Develop questioning techniques (e.g., who, what, when, where, why, and how).
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.B.1.
3.3.B.2.
Questioning (Inquiry) and Contributing: Use interview techniques to develop inquiry skills.
31
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.B.2.
3.3.B.3.
Questioning (Inquiry) and Contributing: Explore concepts by describing, narrating, or explaining how and why things happen.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.B.3.
3.3.B.4.
Questioning (Inquiry) and Contributing: Discuss information heard, offer personal opinions, and ask for restatement or general explanation to clarify meaning.
12
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.B.4.
3.3.B.5.
Questioning (Inquiry) and Contributing: Reflect and evaluate information learned as a result of the inquiry.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.B.5.
3.3.B.6.
Questioning (Inquiry) and Contributing: Solve a problem or understand a task through group cooperation.
21
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.B.6.
3.3.C.1.
Word Choice: Use convincing dialogue to role-play short scenes involving familiar situations or emotions.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.1.
3.3.C.2.
Word Choice: Use figurative language purposefully in speaking situations.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.2.
3.3.C.3.
Word Choice: Use appropriate vocabulary to support or clarify a message.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.3.
3.3.C.4.
Word Choice: Adapt language to persuade, explain, or seek information.
17
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.4.
3.3.D.1.
Oral Presentation: Speak for a variety of audiences and purposes.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.1.
3.3.D.2.
Oral Presentation: Prepare, rehearse, and deliver a formal presentation in logical or sequential order, including an opening, supportive details, and a closing statement.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.2.
3.3.D.3.
Oral Presentation: Use notes or other memory aids to structure a presentation.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.3.
3.3.D.4.
Oral Presentation: Maintain audience interest during formal presentations, incorporating adequate volume, proper pacing, and clear enunciation.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.4.
3.3.D.5.
Oral Presentation: Participate in a dramatization or role-play across the curriculum.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.5.
3.3.D.6.
Oral Presentation: Read aloud with fluency.
4
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.6.
NJ.3.4.
Listening: All students will listen actively to information from a variety of sources in a variety of situations.
27
Suggested Titles for New Jersey
Language Arts State
Standard NJ.3.4.
3.4.A.1.
Active Listening: Listen actively for a variety of purposes such as enjoyment and obtaining information.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.A.1.
3.4.A.2.
Active Listening: Listen attentively and critically to a variety of speakers.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.A.2.
3.4.A.3.
Active Listening: Interpret vocabulary gained through listening.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.A.3.
3.4.B.1.
Listening Comprehension: Demonstrate competence in active listening through comprehension of a story, interview, and oral report of an event or incident.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.1.
3.4.B.2.
Listening Comprehension: Develop listening strategies (e.g., asking questions and taking notes) to understand what is heard.
16
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.2.
3.4.B.3.
Listening Comprehension: Demonstrate competence in active listening by interpreting and applying received information to new situations and solving problems.
12
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.3.
3.4.B.4.
Listening Comprehension: Make inferences based on an oral report or presentation.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.4.
3.4.B.5.
Listening Comprehension: Describe how language reflects specific regions and/or cultures.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.5.
3.4.B.6.
Listening Comprehension: Follow three-and four-step oral directions.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.6.
NJ.3.5. Viewing and Media Literacy: All students will access, view, evaluate, and respond to print, non print, and electronic texts and resources.
3.5.A.1.
Constructing Meaning: Interpret information found in pictorial graphs, map keys, and icons on a computer screen.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.1.
3.5.A.2.
Constructing Meaning: Respond to and evaluate the use of illustrations to support text.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.2.
3.5.A.3.
Constructing Meaning: Use graphs, charts, and diagrams to report data.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.3.
3.5.A.4.
Constructing Meaning: Distinguish between factual and fictional visual representations.
4
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.4.
3.5.A.5.
Constructing Meaning: Identify the central theme in a movie, film, or illustration.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.5.
3.5.A.6.
Constructing Meaning: Identify the target audience for a particular program, story, or advertisement.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.6.
3.5.A.7.
Constructing Meaning: Demonstrate an awareness of different media forms and how they contribute to communication.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.7.
3.5.B.1.
Visual and Verbal Messages: Understand that creators of both print media and electronic media have a purpose and target audience for their work.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.1.
3.5.B.2.
Visual and Verbal Messages: Explore and interpret various messages found in advertisements and other texts.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.2.
3.5.B.3.
Visual and Verbal Messages: Discuss the emotional impact of photos and how they aid understanding.
4
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.3.
3.5.B.4.
Visual and Verbal Messages: Compare and contrast media sources, such as film and book versions of a story.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.4.
3.5.C.1.
Living with Media: Express preferences for media choices.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.C.1.
NJ.3.1. Reading: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
3.1.A.1.
Concepts About Print/Text: Use a text index and glossary appropriately.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.A.1.
3.1.A.2.
Concepts About Print/Text: Survey and explain text features that contribute to comprehension (e.g., headings, introductory and concluding paragraphs).
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.A.2.
3.1.C.1.
Decoding and Word Recognition: Use the pronunciation key of a dictionary to decode new words.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.1.
3.1.C.2.
Decoding and Word Recognition: Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.
12
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.2.
3.1.C.3.
Decoding and Word Recognition: Interpret new words correctly in context.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.3.
3.1.C.4.
Decoding and Word Recognition: Apply spelling and syllabication rules that aid in decoding and word recognition.
4
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.4.
3.1.D.1.
Fluency: Adjust reading speed appropriately for different purposes and audiences.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.1.
3.1.D.2.
Fluency: Apply knowledge of letter-sound associations, language structures, and context to recognize words.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.2.
3.1.D.3.
Fluency: Read aloud in ways that reflect understanding of proper phrasing and intonation.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.3.
3.1.D.4.
Fluency: Read silently for the purpose of increasing speed, accuracy, and reading fluency.
26
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.4.
3.1.D.5.
Fluency: Apply self-correcting strategies to decode and gain meaning from print both, orally and silently.
26
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.5.
3.1.E.1.
Reading Strategies: Activate prior knowledge and anticipate what will be read or heard.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.E.1.
3.1.E.2.
Reading Strategies: Vary reading strategies according to their purpose for reading and the nature of the text.
21
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.E.2.
3.1.E.3.
Reading Strategies: Reread to make sense of difficult paragraphs or sections of text.
21
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.E.3.
3.1.E.4.
Reading Strategies: Make revisions to text predictions during and after reading.
21
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.E.4.
3.1.E.5.
Reading Strategies: Apply graphic organizers to illustrate key concepts and relationships in a text.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.E.5.
3.1.F.1.
Vocabulary and Concept Development: Infer word meanings from learned roots, prefixes, and suffixes.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.1.
3.1.F.2.
Vocabulary and Concept Development: Infer specific word meanings in the context of reading passages.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.2.
3.1.F.3.
Vocabulary and Concept Development: Identify and correctly use antonyms, synonyms, homophones, and homographs.
21
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.3.
3.1.F.4.
Vocabulary and Concept Development: Use a grade-level appropriate dictionary independently to define unknown words.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.4.
3.1.F.5.
Vocabulary and Concept Development: Use a thesaurus to identify alternative word choices and meanings.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.5.
3.1.G.1.
Comprehension Skills and Response to Text: Identify author's purpose, views, and beliefs.
15
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.1.
3.1.G.2.
Comprehension Skills and Response to Text: Identify genre by their distinctive elements (e.g. tall tale-exaggeration).
163
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.2.
3.1.G.3.
Comprehension Skills and Response to Text: Use cause and effect and sequence of events to gain meaning.
16
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.3.
3.1.G.4.
Comprehension Skills and Response to Text: Anticipate and construct meaning from text by making conscious connections to self, an author, and others.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.4.
3.1.G.5.
Comprehension Skills and Response to Text: Recognize persuasive and propaganda techniques used to influence readers.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.5.
3.1.G.6.
Comprehension Skills and Response to Text: Recognize historical and cultural biases and different points of view.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.6.
3.1.G.7.
Comprehension Skills and Response to Text: Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly.
4
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.7.
3.1.G.8.
Comprehension Skills and Response to Text: Distinguish between major and minor details.
34
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.8.
3.1.G.9.
Comprehension Skills and Response to Text: Make inferences using textual information and provide supporting evidence.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.9.
3.1.G.10.
Comprehension Skills and Response to Text: Recognize common organizational patterns in text that support comprehension (e.g., headings, captions).
19
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.10.
3.1.G.11.
Comprehension Skills and Response to Text: Identify and analyze text types, formats, and elements in nonfiction.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.11.
3.1.G.12.
Comprehension Skills and Response to Text: Recognize literary elements in stories, including setting, characters, plot, and mood.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.12.
3.1.G.13.
Comprehension Skills and Response to Text: Recognize figurative language in text (e.g. simile, metaphor, personification, alliteration).
18
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.13.
3.1.G.14.
Comprehension Skills and Response to Text: Identify and respond to the elements of sound and structure in poetry.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.14.
3.1.G.15.
Comprehension Skills and Response to Text: Identify the structures in drama.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.15.
3.1.G.16.
Comprehension Skills and Response to Text: Read regularly in materials appropriate for their independent reading level.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.16.
3.1.G.17.
Comprehension Skills and Response to Text: Interpret idiomatic expressions.
4
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.17.
3.1.H.1.
Inquiry and Research: Use library classification systems, print or electronic, to locate information.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.1.
3.1.H.2.
Inquiry and Research: Develop and revise questions for investigations prior to, during, and after reading.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.2.
3.1.H.3.
Inquiry and Research: Use multiple sources to locate information relevant to research questions.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.3.
3.1.H.4.
Inquiry and Research: Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, and produce evidence of reading.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.4.
3.1.H.5.
Inquiry and Research: Draw conclusions from information gathered from multiple sources.
18
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.5.
3.1.H.6.
Inquiry and Research: Interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.6.
3.1.H.7.
Inquiry and Research: Summarize and organize information by taking notes, outlining ideas, and/or making charts.
12
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.7.
3.1.H.8.
Inquiry and Research: Produce projects and reports, using visuals, media, and/or technology to show learning and support the learning of an audience.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.8.
NJ.3.2. Writing: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.2.A.1.
Writing as a Process: Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending.
19
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.1.
3.2.A.2.
Writing as a Process: Write informational compositions with multiple paragraphs that present important ideas, provide details, and offer a concluding paragraph.
4
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.2.
3.2.A.3.
Writing as a Process: Generate possible ideas for writing through listening, talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming.
23
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.3.
3.2.A.4.
Writing as a Process: Develop an awareness of form, structure, and author's voice in various genres.
23
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.4.
3.2.A.5.
Writing as a Process: Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.5.
3.2.A.6.
Writing as a Process: Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing.
23
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.6.
3.2.A.7.
Writing as a Process: Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made.
21
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.7.
3.2.A.8.
Writing as a Process: Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice.
23
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.8.
3.2.A.9.
Writing as a Process: Review own writing with others to understand the reader's perspective and to consider and incorporate ideas for revision.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.9.
3.2.A.10.
Writing as a Process: Review and edit work for spelling, usage, clarity, organization, and fluency.
17
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.10.
3.2.A.11.
Writing as a Process: Use a variety of reference materials to revise work.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.11.
3.2.A.12.
Writing as a Process: Use computer writing applications during the writing process.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.12.
3.2.B.1.
Writing as a Product: Expand knowledge of characteristics and structures of selected genres.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.1.
3.2.B.2.
Writing as a Product: Write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive, issue- based).
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.2.
3.2.B.3.
Writing as a Product: Write grade appropriate, multi-paragraph, expository pieces across curricula (e.g., problem/solution, cause/effect, hypothesis/results, feature articles, critique, research reports).
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.3.
3.2.B.4.
Writing as a Product: Write various types of prose, such as short stories, biography, autobiography, or memoir, that contain narrative elements.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.4.
3.2.B.5.
Writing as a Product: Support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources.
18
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.5.
3.2.B.6.
Writing as a Product: Sharpen focus and improve coherence by considering the relevancy of included details and adding, deleting, and rearranging appropriately.
18
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.6.
3.2.B.7.
Writing as a Product: Write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words.
24
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.7.
3.2.B.8.
Writing as a Product: Prepare a works consulted page for reports or research papers.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.8.
3.2.B.9.
Writing as a Product: Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.9.
3.2.B.10.
Writing as a Product: Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.10.
3.2.C.1.
Mechanics, Spelling, and Handwriting: Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.
34
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.1.
3.2.C.2.
Mechanics, Spelling, and Handwriting: Use increasingly complex sentence structure and syntax to express ideas.
20
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.2.
3.2.C.3.
Mechanics, Spelling, and Handwriting: Use knowledge of English grammar and usage to express ideas effectively.
25
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.3.
3.2.C.4.
Mechanics, Spelling, and Handwriting: Use correct capitalization and punctuation, including commas and colons, throughout writing.
23
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.4.
3.2.C.5.
Mechanics, Spelling, and Handwriting: Use quotation marks and related punctuation correctly in passages of dialogue.
18
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.5.
3.2.C.6.
Mechanics, Spelling, and Handwriting: Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.6.
3.2.C.7.
Mechanics, Spelling, and Handwriting: Study examples of narrative and expository writing to develop understanding of the reasons for and use of paragraphs and indentation.
4
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.7.
3.2.C.8.
Mechanics, Spelling, and Handwriting: Edit writing for correct grammar usage, capitalization, punctuation, and spelling.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.8.
3.2.C.9.
Mechanics, Spelling, and Handwriting: Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.9.
3.2.D.1.
Writing Forms, Audiences, and Purposes: Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade, question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community).
34
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.1.
3.2.D.2.
Writing Forms, Audiences, and Purposes: Gather, select, and organize information appropriate to a topic, task, and audience.
25
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.2.
3.2.D.3.
Writing Forms, Audiences, and Purposes: Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry, critiques, and everyday/ workplace writing.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.3.
3.2.D.4.
Writing Forms, Audiences, and Purposes: Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to the text through sustained use of examples.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.4.
3.2.D.5.
Writing Forms, Audiences, and Purposes: Use transitions between and within paragraphs.
12
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.5.
3.2.D.6.
Writing Forms, Audiences, and Purposes: Organize paragraphs using topic sentences.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.6.
3.2.D.7.
Writing Forms, Audiences, and Purposes: Write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.7.
3.2.D.8.
Writing Forms, Audiences, and Purposes: Use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and expression of thoughts and feelings of characters).
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.8.
3.2.D.9.
Writing Forms, Audiences, and Purposes: Write reports based on research with a scope narrow enough to be thoroughly covered, supporting the main ideas or topic with facts, examples, and explanations, and including a works consulted page.
26
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.9.
3.2.D.10.
Writing Forms, Audiences, and Purposes: Write persuasive essays with clearly stated positions or opinions supported by organized and relevant evidence to validate arguments and conclusions, and sources cited when needed.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.10.
3.2.D.11.
Writing Forms, Audiences, and Purposes: Demonstrate the ability to write friendly/business letters in correct format and coherent style.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.11.
3.2.D.12.
Writing Forms, Audiences, and Purposes: Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/solution, and order of importance.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.12.
3.2.D.13.
Writing Forms, Audiences, and Purposes: Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.13.
3.2.D.14.
Writing Forms, Audiences, and Purposes: Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs).
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.14.
3.2.D.15.
Writing Forms, Audiences, and Purposes: Demonstrate the development of a personal style and voice in writing.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.15.
NJ.3.3. Speaking: All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.3.A.1.
Discussion: Use details, examples, and reasons to support central ideas or clarify a point of view.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A.1.
3.3.A.2.
Discussion: Stay focused on a topic and ask relevant questions.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A.2.
3.3.A.3.
Discussion: Accept others' opinions and respond appropriately.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A.3.
3.3.A.4.
Discussion: Respond orally to literature.
17
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A.4.
3.3.B.1.
Questioning (Inquiry) and Contributing: Respond orally by adding questions and comments while integrating knowledge.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.B.1.
3.3.B.2.
Questioning (Inquiry) and Contributing: Use interview techniques to develop inquiry skills.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.B.2.
3.3.B.3.
Questioning (Inquiry) and Contributing: Explore concepts by describing, narrating, or explaining how and why things happen.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.B.3.
3.3.B.4.
Questioning (Inquiry) and Contributing: Discuss information heard, offer personal opinions, and ask for restatement or general explanation to clarify meaning.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.B.4.
3.3.B.5.
Questioning (Inquiry) and Contributing: Reflect and evaluate information learned as a result of the inquiry.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.B.5.
3.3.B.6.
Questioning (Inquiry) and Contributing: Solve a problem or understand a task through group cooperation.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.B.6.
3.3.C.1.
Word Choice: Use convincing dialogue to role-play short scenes involving familiar situations or emotions.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.1.
3.3.C.2.
Word Choice: Use varied word choice to clarify, illustrate, and elaborate.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.2.
3.3.C.3.
Word Choice: Use figurative language purposefully in speaking situations.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.3.
3.3.C.4.
Word Choice: Select and use suitable vocabulary to fit a range of audiences.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.4.
3.3.D.1.
Oral Presentation: Develop and deliver a formal presentation based on a central theme, including logical sequence, introduction, main ideas, supporting details, and concluding remarks to an audience of peers, younger students, and/or parents.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.1.
3.3.D.2.
Oral Presentation: Prepare, rehearse, and deliver a formal presentation in logical or sequential order, including an opening, supportive details, and a closing statement.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.2.
3.3.D.3.
Oral Presentation: Use clear, precise, organized language that reflects the conventions of spoken English.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.3.
3.3.D.4.
Oral Presentation: Use visuals such as charts or graphs when presenting for clarification.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.4.
3.3.D.5.
Oral Presentation: Use props effectively while speaking.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.5.
3.3.D.6.
Oral Presentation: Maintain audience interest during formal presentations, incorporating adequate volume, proper pacing, and clear enunciation.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.6.
3.3.D.7.
Oral Presentation: Use verbal and non verbal elements of delivery (e.g., eye contact, stance) to maintain audience focus.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.7.
3.3.D.8.
Oral Presentation: Read aloud with fluency.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.8.
NJ.3.4. Listening: All students will listen actively to information from a variety of sources in a variety of situations.
3.4.A.2.
Active Listening: Listen attentively and critically to a variety of speakers.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.A.2.
3.4.A.3.
Active Listening: Acknowledge the speaker through eye contact and use appropriate feedback and questions to clarify the speaker's message.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.A.3.
3.4.A.4.
Active Listening: Recognize and analyze persuasive techniques while listening.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.A.4.
3.4.A.5.
Active Listening: Recognize the rich and varied language of literature (e.g., listen to a recording of poetry or classic literature).
115
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.A.5.
3.4.B.1.
Listening Comprehension: Demonstrate competence in active listening through responding to a story, interview, or oral report (e.g., summarizing, reacting, retelling).
12
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.1.
3.4.B.3.
Listening Comprehension: Ask pertinent questions, take notes, and draw conclusions based on information presented.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.3.
3.4.B.4.
Listening Comprehension: Make inferences based on an oral report or presentation.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.4.
3.4.B.5.
Listening Comprehension: Follow three-and four-step oral directions.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.5.
NJ.3.5. Viewing and Media Literacy: All students will access, view, evaluate, and respond to print, non print, and electronic texts and resources.
3.5.A.1.
Constructing Meaning: Respond to and evaluate the use of illustrations to support text.
18
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.1.
3.5.A.2.
Constructing Meaning: Use graphs, charts, and diagrams to report data.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.2.
3.5.A.3. Constructing Meaning: Distinguish between factual and fictional visual representations (e.g. political cartoons).
3.5.A.4.
Constructing Meaning: Identify the central theme in a movie, film, or illustration.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.4.
3.5.A.5.
Constructing Meaning: Identify the target audience for a particular program, story, or advertisement.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.5.
3.5.A.6.
Constructing Meaning: Demonstrate an awareness of different media forms (e.g. newspapers, internet, magazines) and how they contribute to communication.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.6.
3.5.A.7.
Constructing Meaning: Understand uses of persuasive text related to advertising in society.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.7.
3.5.A.8.
Constructing Meaning: Distinguish different points of view in media texts.
20
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.8.
3.5.B.1.
Visual and Verbal Messages: Understand that creators of both print media and electronic media have a purpose and target audience for their work.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.1.
3.5.B.2.
Visual and Verbal Messages: Evaluate media messages for credibility.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.2.
3.5.B.3.
Visual and Verbal Messages: Explore and interpret various messages found in advertisements and other texts.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.3.
3.5.B.4.
Visual and Verbal Messages: Interpret verbal and nonverbal messages reflected in personal interactions with others.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.4.
3.5.B.5.
Visual and Verbal Messages: Discuss the emotional impact of a still image (e.g., photo, poster, painting) and how it aids understanding.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.5.
3.5.B.6.
Visual and Verbal Messages: Compare and contrast media sources, such as film and book versions of a story.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.6.
3.5.B.7.
Visual and Verbal Messages: Understand the uses of technology (e.g., the Internet for research).
20
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.7.
3.5.C.1.
Living with Media: Express and justify preferences for media choices.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.C.1.
3.5.C.2.
Living with Media: Choose the most appropriate media for a presentation.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.C.2.
3.5.C.4.
Living with Media: Examine and evaluate effects of media on the family, home, and school.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.C.4.
NJ.3.1. Reading: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
3.1.A.1.
Concepts About Print/Text: Use a text index and glossary independently and appropriately.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.A.1.
3.1.A.2.
Concepts About Print/Text: Survey and explain text features that contribute to comprehension (e.g., headings, introductory, concluding paragraphs).
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.A.2.
3.1.A.3.
Concepts About Print/Text: Recognize and use common print formats to obtain information (e.g., newspapers, magazines, electronic sources).
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.A.3.
3.1.C.1.
Decoding and Word Recognition: Use a dictionary to decode new words independently.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.1.
3.1.C.2.
Decoding and Word Recognition: Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.2.
3.1.C.3.
Decoding and Word Recognition: Apply knowledge of new words correctly (refer to word parts and word origin).
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.3.
3.1.C.4.
Decoding and Word Recognition: Apply spelling and syllabication rules that aid in decoding and word recognition.
12
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.4.
3.1.D.1.
Fluency: Adjust reading speed appropriately for different purposes and audiences.
15
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.1.
3.1.D.2.
Fluency: Read aloud in ways that reflect understanding of proper phrasing and intonation.
15
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.2.
3.1.D.3.
Fluency: Read silently for the purpose of increasing speed, accuracy, and reading fluency.
15
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.3.
3.1.D.4.
Fluency: Apply self-correcting strategies to decode and gain meaning from print, both orally and silently.
15
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.4.
3.1.E.5.
Reading Strategies: Use reference aids for word meanings when reading.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.E.5.
3.1.E.6.
Reading Strategies: Apply graphic organizers to illustrate key concepts and relationships in a text.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.E.6.
3.1.F.1.
Vocabulary and Concept Development: Infer word meanings from learned roots, prefixes, and suffixes.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.1.
3.1.F.2.
Vocabulary and Concept Development: Infer specific word meanings in the context of reading passages.
29
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.2.
3.1.F.3.
Vocabulary and Concept Development: Identify and correctly use antonyms, synonyms, homophones, and homographs.
18
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.3.
3.1.F.4.
Vocabulary and Concept Development: Use the dictionary for a variety of purposes (e.g., definitions, word origins, parts of speech).
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.4.
3.1.F.5.
Vocabulary and Concept Development: Use a thesaurus to identify alternative word choices and meanings.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.5.
3.1.G.1.
Comprehension Skills and Response to Text: Respond critically to an author's purpose, ideas, views, and beliefs.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.1.
3.1.G.2.
Comprehension Skills and Response to Text: Identify genre by their distinctive elements (e.g. tall tale-exaggeration).
126
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.2.
3.1.G.3.
Comprehension Skills and Response to Text: Use cause and effect and sequence of events to gain meaning.
15
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.3.
3.1.G.4.
Comprehension Skills and Response to Text: Construct meaning from text by making conscious connections to self, an author, and others.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.4.
3.1.G.5.
Comprehension Skills and Response to Text: Recognize persuasive and propaganda techniques used to influence readers.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.5.
3.1.G.6.
Comprehension Skills and Response to Text: Recognize and understand historical and cultural biases and different points of view.
12
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.6.
3.1.G.7.
Comprehension Skills and Response to Text: Identify and analyze features of themes conveyed through characters, actions, and images.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.7.
3.1.G.8.
Comprehension Skills and Response to Text: Distinguish between major and minor details.
16
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.8.
3.1.G.9.
Comprehension Skills and Response to Text: Make inferences using textual information and provide supporting evidence.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.9.
3.1.G.10.
Comprehension Skills and Response to Text: Recognize common organizational patterns in text that support comprehension (e.g., headings captions).
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.10.
3.1.G.11.
Comprehension Skills and Response to Text: Identify and analyze text types, formats, and elements in nonfiction.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.11.
3.1.G.12.
Comprehension Skills and Response to Text: Recognize characterization, setting, plot, theme, and point of view in fiction.
49
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.12.
3.1.G.13.
Comprehension Skills and Response to Text: Recognize sensory details, figurative language, and other literary devices in text.
51
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.13.
3.1.G.14.
Comprehension Skills and Response to Text: Identify and respond to the elements of sound and structure in poetry.
34
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.14.
3.1.G.15.
Comprehension Skills and Response to Text: Analyze drama as a source of information, entertainment, persuasion, or transmitter of culture.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.15.
3.1.G.16.
Comprehension Skills and Response to Text: Identify and analyze elements of setting, plot, and characterization in plays that are read, written, or performed.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.16.
3.1.G.17.
Comprehension Skills and Response to Text: Explain ways that the setting contributes to the mood of a novel, play, or poem.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.17.
3.1.G.18.
Comprehension Skills and Response to Text: Interpret idiomatic expressions.
31
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.18.
3.1.H.1.
Inquiry and Research: Develop and revise questions for investigations prior to, during, and after reading.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.1.
3.1.H.2.
Inquiry and Research: Select and use multiple sources to locate information relevant to research questions.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.2.
3.1.H.3.
Inquiry and Research: Draw conclusions from information gathered from multiple sources.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.3.
3.1.H.4.
Inquiry and Research: Interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.4.
3.1.H.5.
Inquiry and Research: Summarize and organize information by taking notes, outlining ideas, and/or making charts.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.5.
3.1.H.6.
Inquiry and Research: Produce projects and reports, using visuals, media, and/or technology to show learning and support the learning of an audience.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.6.
3.1.H.7.
Inquiry and Research: Compare themes, characters, settings, and ideas across texts or works and produce evidence of understanding.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.7.
NJ.3.2. Writing: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.2.A.1.
Writing as a Process: Write informational compositions of several paragraphs that engage the interest of the reader, state a clear purpose, develop the topic, and conclude with a detailed summary.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.1.
3.2.A.2.
Writing as a Process: Generate ideas for writing through reading and making connections across the curriculum and with current events.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.2.
3.2.A.3.
Writing as a Process: Expand knowledge about form, structure, and voice in a variety of genres.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.3.
3.2.A.4.
Writing as a Process: Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.4.
3.2.A.5.
Writing as a Process: Draft writing in a selected genre with supporting structure and appropriate voice according to the intended message, audience, and purpose for writing.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.5.
3.2.A.6.
Writing as a Process: Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made.
20
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.6.
3.2.A.7.
Writing as a Process: Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.7.
3.2.A.8.
Writing as a Process: Review own writing with others to understand the reader's perspective and to consider and incorporate ideas for revision.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.8.
3.2.A.9.
Writing as a Process: Review and edit work for spelling, usage, clarity, organization, and fluency.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.9.
3.2.A.10.
Writing as a Process: Use a variety of reference materials to revise work.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.10.
3.2.A.11.
Writing as a Process: Use computer writing applications during the writing process.
1
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.11.
3.2.B.1.
Writing as a Product: Expand knowledge of characteristics, structures, and tone of selected genres.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.1.
3.2.B.2.
Writing as a Product: Write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive, issue- based).
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.2.
3.2.B.3.
Writing as a Product: Write grade appropriate, multi-paragraph expository pieces across curricula (e.g., problem/solution, cause/effect, hypothesis/results, feature articles, critique, research reports).
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.3.
3.2.B.4.
Writing as a Product: Write various types of prose, such as short stories, biography, autobiography, or memoir that contain narrative elements.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.4.
3.2.B.5.
Writing as a Product: Support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.5.
3.2.B.6.
Writing as a Product: Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting, and rearranging appropriately.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.6.
3.2.B.7.
Writing as a Product: Write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.7.
3.2.B.8.
Writing as a Product: Prepare a works consulted page for reports or research papers.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.8.
3.2.B.9.
Writing as a Product: Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.9.
3.2.B.10.
Writing as a Product: Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.10.
3.2.C.1.
Mechanics, Spelling, and Handwriting: Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, handwriting.
36
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.1.
3.2.C.2.
Mechanics, Spelling, and Handwriting: Use a variety of sentence types and syntax, including independent and dependent clauses and prepositional and adverbial phrases, to connect ideas and craft writing in an interesting and grammatically correct way.
12
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.2.
3.2.C.3.
Mechanics, Spelling, and Handwriting: Use knowledge of English grammar and usage to express ideas effectively.
16
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.3.
3.2.C.4.
Mechanics, Spelling, and Handwriting: Use correct capitalization and punctuation, including commas and colons, throughout writing.
21
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.4.
3.2.C.5.
Mechanics, Spelling, and Handwriting: Use quotation marks and related punctuation correctly in passages of dialogue.
17
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.5.
3.2.C.6.
Mechanics, Spelling, and Handwriting: Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.6.
3.2.C.7.
Mechanics, Spelling, and Handwriting: Demonstrate understanding of reasons for paragraphs in narrative and expository writing and indent appropriately in own writing.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.7.
3.2.C.8.
Mechanics, Spelling, and Handwriting: Edit writing for correct grammar usage, capitalization, punctuation, and spelling.
25
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.8.
3.2.C.9.
Mechanics, Spelling, and Handwriting: Use a variety of materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.9.
3.2.D.1.
Writing Forms, Audiences, and Purposes: Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade, question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community).
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.1.
3.2.D.2.
Writing Forms, Audiences, and Purposes: Gather, select, and organize information appropriate to a topic, task, and audience.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.2.
3.2.D.3.
Writing Forms, Audiences, and Purposes: Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry, critiques, and everyday/ workplace writing.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.3.
3.2.D.4.
Writing Forms, Audiences, and Purposes: Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to the text through sustained use of examples.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.4.
3.2.D.5.
Writing Forms, Audiences, and Purposes: Write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.5.
3.2.D.6.
Writing Forms, Audiences, and Purposes: Use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and expression of thoughts and feelings of characters).
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.6.
3.2.D.7.
Writing Forms, Audiences, and Purposes: Write reports based on research with a scope narrow enough to be thoroughly covered, supporting the main ideas or topic with facts, examples, and explanations from authoritative sources, and including a works consulted page.
20
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.7.
3.2.D.8.
Writing Forms, Audiences, and Purposes: Write persuasive essays with clearly stated positions or opinions supported by organized and relevant evidence to validate arguments and conclusions, and sources cited when needed.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.8.
3.2.D.9.
Writing Forms, Audiences, and Purposes: Demonstrate the ability to write business letters in correct format and coherent style.
4
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.9.
3.2.D.10.
Writing Forms, Audiences, and Purposes: Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/solution, and order of importance.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.10.
3.2.D.11.
Writing Forms, Audiences, and Purposes: Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.11.
3.2.D.12.
Writing Forms, Audiences, and Purposes: Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs).
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.12.
3.2.D.13.
Writing Forms, Audiences, and Purposes: Demonstrate the development of a personal style and voice in writing.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.13.
NJ.3.3. Speaking: All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.3.A.1.
Discussion: Support a position with organized, appropriate details.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A.1.
3.3.A.4.
Discussion: Respond orally to literature.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A.4.
3.3.B.1.
Questioning (Inquiry) and Contributing: Respond orally by adding questions and comments while integrating knowledge.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.B.1.
3.3.B.3.
Questioning (Inquiry) and Contributing: Explore concepts by describing, narrating, or explaining how and why things happen.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.B.3.
3.3.C.1.
Word Choice: Use varied word choice to clarify, illustrate, and elaborate.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.1.
3.3.C.2.
Word Choice: Use figurative language purposefully in speaking situations.
51
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.2.
3.3.C.3.
Word Choice: Select and use suitable vocabulary to fit a range of audiences.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.3.
3.3.D.1.
Oral Presentation: Develop and deliver a formal presentation based on a central theme, including logical sequence, introduction, main ideas, supporting details, and concluding remarks to an audience of peers, younger students, and/or parents.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.1.
3.3.D.2.
Oral Presentation: Prepare, rehearse, and deliver a formal presentation in logical or sequential order, including an opening, supportive details, and a closing statement.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.2.
3.3.D.3.
Oral Presentation: Use clear, precise, organized language that reflects the conventions of spoken English.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.3.
3.3.D.4.
Oral Presentation: Use visuals such as charts or graphs when presenting for clarification.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.4.
3.3.D.5.
Oral Presentation: Use props effectively while speaking.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.5.
3.3.D.6.
Oral Presentation: Use verbal and non verbal elements of delivery (e.g., eye contact, stance) to maintain audience focus.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.6.
3.3.D.7.
Oral Presentation: Read aloud with fluency.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.7.
NJ.3.4. Listening: All students will listen actively to information from a variety of sources in a variety of situations.
3.4.B.1.
Listening Comprehension: Demonstrate competence in active listening through responding to a story, interview, or oral report (e.g. summarizing, reacting, retelling).
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.1.
3.4.B.3.
Listening Comprehension: Ask pertinent questions, take notes, and draw conclusions based on information presented.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.3.
NJ.3.5. Viewing and Media Literacy: All students will access, view, evaluate, and respond to print, non print, and electronic texts and resources.
3.5.A.1.
Constructing Meaning: Respond to and evaluate the use of illustrations to support text.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.1.
3.5.A.2.
Constructing Meaning: Use graphs, charts, and diagrams to report data.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.2.
3.5.A.3. Constructing Meaning: Distinguish between factual and fictional visual representations (e.g. political cartoons).
3.5.A.4.
Constructing Meaning: Identify the central theme in a movie, film, or illustration.
12
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.4.
3.5.A.5.
Constructing Meaning: Identify the target audience for a particular program, story, or advertisement.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.5.
3.5.A.6.
Constructing Meaning: Demonstrate an awareness of different media forms (e.g. newspapers, internet, magazines) and how they contribute to communication.
12
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.6.
3.5.A.7.
Constructing Meaning: Understand uses of persuasive text related to advertising in society.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.7.
3.5.A.8.
Constructing Meaning: Distinguish different points of view in media texts.
46
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.8.
3.5.B.1.
Visual and Verbal Messages: Understand that creators of both print media and electronic media have a purpose and target audience for their work.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.1.
3.5.B.2.
Visual and Verbal Messages: Evaluate media messages for credibility.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.2.
3.5.B.3.
Visual and Verbal Messages: Explore and interpret various messages found in advertisements and other texts.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.3.
3.5.B.4.
Visual and Verbal Messages: Interpret verbal and nonverbal messages reflected in personal interactions with others.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.4.
3.5.B.5.
Visual and Verbal Messages: Discuss the emotional impact of a still image (e.g., photo, poster, painting) and how it aids understanding.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.5.
3.5.B.6.
Visual and Verbal Messages: Compare and contrast media sources, such as film and book versions of a story.
12
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.6.
3.5.B.7.
Visual and Verbal Messages: Understand the uses of technology (e.g., the Internet for research).
15
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.7.
3.5.C.1.
Living with Media: Express and justify preferences for media choices.
4
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.C.1.
3.5.C.2.
Living with Media: Choose the most appropriate media for a presentation.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.C.2.
3.5.C.4.
Living with Media: Examine and evaluate effects of media on the family, home, and school.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.C.4.
NJ.3.1. Reading: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
3.1.A.1.
Concepts About Print/Text: Identify and use common textual features (e.g., paragraphs, topic, sentence, index, glossary, table of contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.A.1.
3.1.A.2.
Concepts About Print/Text: Develop an understanding of the organizational structure of printed material (e.g. chronological, sequential, procedural text).
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.A.2.
3.1.C.1.
Decoding and Word Recognition: Distinguish among the spellings of homophones (e.g. cite, site, sight).
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.1.
3.1.C.2.
Decoding and Word Recognition: Apply spelling rules and syllabication that aid in correct spelling.
18
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.2.
3.1.C.3.
Decoding and Word Recognition: Continue to use structural analysis and context analysis to decode new words.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.3.
3.1.D.1.
Fluency: Read aloud in selected texts reflecting understanding of the text and engaging the listener.
18
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.1.
3.1.D.2.
Fluency: Read increasingly difficult texts silently with comprehension and fluency.
18
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.2.
3.1.E.2.
Reading Strategies: Use increasingly complex text guides to understand different text structure and organizational patterns (e.g. chronological sequence or comparison and contrast).
18
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.E.2.
3.1.F.1.
Vocabulary and Concept Development: Develop an extended vocabulary through both listening and independent reading.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.1.
3.1.F.2.
Vocabulary and Concept Development: Clarify word meanings through the use of a word's definition, example, restatement, or contrast.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.2.
3.1.F.3.
Vocabulary and Concept Development: Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology resources.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.3.
3.1.F.4.
Vocabulary and Concept Development: Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings in their speaking and writing experiences.
17
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.4.
3.1.G.1.
Comprehension Skills and Response to Text: Speculate about text by generating literal and inferential questions.
18
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.1.
3.1.G.2.
Comprehension Skills and Response to Text: Distinguish between essential and nonessential information.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.2.
3.1.G.3.
Comprehension Skills and Response to Text: Differentiate between fact, opinion, bias, and propaganda in newspapers, periodicals, and electronic texts.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.3.
3.1.G.4.
Comprehension Skills and Response to Text: Articulate the purposes and characteristics of different genres.
1
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.4.
3.1.G.5.
Comprehension Skills and Response to Text: Analyze ideas and recurring themes found in texts, such as bravery, loyalty, friendship, and loneliness.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.5.
3.1.G.6.
Comprehension Skills and Response to Text: Develop an awareness of a variety of perspectives on a single event, setting, character, personality, or topic as expressed by different authors.
22
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.6.
3.1.G.7.
Comprehension Skills and Response to Text: Locate and analyze the elements of setting, characterization, and plot to construct understanding of how characters influence the progression and resolution of the plot.
19
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.7.
3.1.G.8.
Comprehension Skills and Response to Text: Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and elements of nonfiction and providing support from the text as evidence of understanding.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.8.
3.1.G.9.
Comprehension Skills and Response to Text: Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and literary elements of fiction and providing support from the text as evidence of understanding.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.9.
3.1.G.10.
Comprehension Skills and Response to Text: Respond critically to text ideas and the author's craft by using textual evidence to support interpretations.
255
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.10.
3.1.G.11.
Comprehension Skills and Response to Text: Identify and analyze literary techniques and elements, such as figurative language, meter, rhetorical and stylistic features of text.
17
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.11.
3.1.G.12.
Comprehension Skills and Response to Text: Identify and analyze recurring themes across literary works.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.12.
3.1.G.13.
Comprehension Skills and Response to Text: Identify and understand the author's use of idioms, analogies, metaphors, and similes in prose and poetry.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.13.
3.1.G.14.
Comprehension Skills and Response to Text: Compare and contrast the perspectives of authors in a variety of interdisciplinary works.
255
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.14.
3.1.G.15.
Comprehension Skills and Response to Text: Interpret text ideas through journal writing, discussion, and enactment.
1
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.15.
3.1.G.17.
Comprehension Skills and Response to Text: Interpret idiomatic expressions.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.17.
3.1.H.1.
Inquiry and Research: Produce written and oral work that demonstrates comprehension of informational materials.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.1.
3.1.H.2.
Inquiry and Research: Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its authors.
255
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.2.
3.1.H.4.
Inquiry and Research: Self-select materials appropriately related to a research project.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.4.
3.1.H.5.
Inquiry and Research: Read and compare at least two works, including books, related to the same genre, topic, or subject and produce evidence of reading (e.g., compare central ideas, characters, themes, plots, settings).
23
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.5.
NJ.3.2. Writing: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.2.A.1.
Writing as a Process: Write stories or scripts with well-developed characters, setting, dialogue, clear conflict and resolution, and sufficient descriptive detail.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.1.
3.2.A.2.
Writing as a Process: Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.2.
3.2.A.3.
Writing as a Process: Generate and narrow topics by considering purpose, audience, and form with a variety of strategies (e.g., graphic organizers, brainstorming, or technology-assisted processes).
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.3.
3.2.A.4.
Writing as a Process: Revise and edit drafts by rereading for content and organization, usage, sentence construction, mechanics, and word choice.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.4.
3.2.A.6.
Writing as a Process: Compose, revise, edit, and publish writing using appropriate word processing software.
1
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.6.
3.2.A.7.
Writing as a Process: Reflect on own writing, noting strengths and setting goals for improvement.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.7.
3.2.B.1.
Writing as a Product: Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected genres and use this knowledge in creating written work, considering the purpose, audience, and context of the writing.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.1.
3.2.B.2.
Writing as a Product: Write various types of prose, such as short stories, biographies, autobiographies, or memoirs that contain narrative elements.
15
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.2.
3.2.B.3.
Writing as a Product: Write reports and subject-appropriate nonfiction pieces across the curriculum based on research and including citations, quotations, and a works consulted page.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.3.
3.2.B.4.
Writing as a Product: Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or issue-based.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.4.
3.2.C.1.
Mechanics, Spelling, and Handwriting: Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, and spelling.
4
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.1.
3.2.C.2.
Mechanics, Spelling, and Handwriting: Use a variety of sentence types correctly, including combinations of independent and dependent clauses, prepositional and adverbial phrases, and varied sentence openings to develop a lively and effective personal style.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.2.
3.2.C.3.
Mechanics, Spelling, and Handwriting: Understand and use parallelism, including similar grammatical forms, to present items in a series or to organize ideas for emphasis.
4
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.3.
3.2.C.4.
Mechanics, Spelling, and Handwriting: Experiment in using subordination, coordination, apposition, and other devices to indicate relationships between ideas.
4
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.4.
3.2.C.5.
Mechanics, Spelling, and Handwriting: Use transition words to reinforce a logical progression of ideas.
4
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.5.
3.2.C.6.
Mechanics, Spelling, and Handwriting: Edit writing for correct grammar, usage, capitalization, punctuation, and spelling.
4
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.6.
3.2.C.7.
Mechanics, Spelling, and Handwriting: Use a variety of reference materials, such as a dictionary, thesaurus, grammar reference, and/or internet/software resources to edit written work.
18
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.7.
3.2.D.1.
Writing Forms, Audiences, and Purposes: Gather, select, and organize information appropriate to a topic, task, and audience.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.1.
3.2.D.2.
Writing Forms, Audiences, and Purposes: Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative, expository, persuasive, poetic, and everyday/ workplace or technical writing).
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.2.
3.2.D.3.
Writing Forms, Audiences, and Purposes: Write responses to literature and develop insights into interpretations by connecting to personal experiences and referring to textual information.
255
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.3.
3.2.D.4.
Writing Forms, Audiences, and Purposes: Write personal narratives, short stories, memoirs, poetry and persuasive and expository text that relate clear, coherent events or situations through the use of specific details.
12
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.4.
3.2.D.5.
Writing Forms, Audiences, and Purposes: Use narrative and descriptive writing techniques that show compositional risks (e.g., dialogue, literary devices, sensory words and phrases, background information, thoughts and feelings of characters, and comparison and contrast of characters).
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.5.
3.2.D.6.
Writing Forms, Audiences, and Purposes: Use primary and secondary sources to understand the value of each when writing a research report.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.6.
3.2.D.7.
Writing Forms, Audiences, and Purposes: Write reports based on research and include citations, quotations, and works consulted page.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.7.
3.2.D.8.
Writing Forms, Audiences, and Purposes: Explore the central idea or theme of an informational reading and support analysis with details from the article and personal experiences.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.8.
3.2.D.9.
Writing Forms, Audiences, and Purposes: Demonstrate writing clarity and supportive evidence when answering open-ended and essay questions across the curriculum.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.9.
3.2.D.10.
Writing Forms, Audiences, and Purposes: State a position clearly in a persuasive essay by stating the issue, giving facts, examples, and details to support the position, and citing sources when appropriate.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.10.
3.2.D.11.
Writing Forms, Audiences, and Purposes: Present evidence when writing persuasive essays, examples, and justification to support arguments.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.11.
3.2.D.12.
Writing Forms, Audiences, and Purposes: Choose an appropriate organizing strategy, such as cause/effect, pro and con, or parody to effectively present a topic, point of view, or argument.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.12.
3.2.D.13.
Writing Forms, Audiences, and Purposes: Develop the use of a personal style and voice effectively to support the purpose and engage the audience of a piece of writing.
12
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.13.
NJ.3.3. Speaking: All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.3.A.1.
Discussion: Support a position, acknowledging opposing views.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A.1.
3.3.A.3.
Discussion: Apply rules for cooperative or whole class debate on a controversial issue.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A.3.
3.3.A.4.
Discussion: Define group roles using consensus to ensure task is understood and completed.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A.4.
3.3.A.5.
Discussion: Participate in an informal debate (e.g., small group discussion).
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A.5.
3.3.A.6.
Discussion: Respond orally to literature.
255
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A.6.
3.3.C.1.
Word Choice: Paraphrase, illustrate, clarify, and/or expand on a topic or idea.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.1.
3.3.C.2.
Word Choice: Develop and use advanced vocabulary related to a topic.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.2.
3.3.C.3.
Word Choice: Use language that stimulates an audience's interest.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.3.
3.3.C.4.
Word Choice: Incorporate varied sentence structure and correct grammar.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.4.
3.3.D.1.
Oral Presentation: Use writing to prompt discussion and enhance planning of formal and informal presentations.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.1.
3.3.D.2.
Oral Presentation: Use visual aids, media, and/or technology to support oral communication.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.2.
3.3.D.3.
Oral Presentation: Give oral presentations to different audiences for various purposes, such as summaries of books and articles, narratives, and persuasive topics.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.3.
3.3.D.4.
Oral Presentation: Acknowledge the audience with eye contact and use appropriate verbal responses to clarify questions and inquiries.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.4.
3.3.D.6.
Oral Presentation: Develop speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact for effective presentations.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.6.
3.3.D.8.
Oral Presentation: Read aloud with fluency.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.8.
NJ.3.4. Listening: All students will listen actively to information from a variety of sources in a variety of situations.
3.4.A.2.
Active Listening: Demonstrate active listening by analyzing information, ideas, and opinions to determine relevancy.
255
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.A.2.
3.4.A.3.
Active Listening: Acknowledge the speaker through eye contact and use appropriate feedback and questions to clarify the speaker's message.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.A.3.
3.4.A.4.
Active Listening: Recognize persuasive techniques and credibility in oral communication.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.A.4.
3.4.A.5.
Active Listening: Listen to determine a speaker's purpose, attitude, and perspective.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.A.5.
3.4.B.1.
Listening Comprehension: Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.1.
3.4.B.2.
Listening Comprehension: Exhibit proficiency in integrating oral reading with listening, writing, and viewing.
23
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.2.
3.4.B.5.
Listening Comprehension: Ask probing questions to elicit information, including evidence to support the speaker's claims and conclusions.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.5.
NJ.3.5. Viewing and Media Literacy: All students will access, view, evaluate, and respond to print, non print, and electronic texts and resources.
3.5.A.1.
Constructing Meaning: Analyze aspects of print and electronic texts that support the author's point of view, opinion, or attitude.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.1.
3.5.A.2.
Constructing Meaning: Analyze the use of elements (e.g., setting plot, theme, characters) to understand media presentations, such as film, video, television, and theatrical productions.
18
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.2.
3.5.A.3.
Constructing Meaning: Analyze and respond to visual and print messages (e.g., humor, irony, metaphor) and recognize how words, sounds, and still or moving images are used in each medium to convey the intended messages.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.3.
3.5.A.4.
Constructing Meaning: Compare and contrast how the various forms of media (e.g. newspapers, radio, television, internet news outlets) cover the same topic.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.4.
3.5.B.1.
Visual and Verbal Messages: Analyze and compare the pros and cons of visual and verbal advertising.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.1.
3.5.B.2.
Visual and Verbal Messages: Evaluate various media messages for credibility.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.2.
3.5.B.5.
Visual and Verbal Messages: Compare and contrast media sources, such as film and book versions of a story.
18
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.5.
3.5.C.1.
Living with Media: Evaluate media forms, such as television, video, games, music, and film for content appropriateness (e.g. rating systems, rubric).
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.C.1.
3.5.C.2.
Living with Media: Analyze media content for emotional effect on audience.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.C.2.
3.5.C.3.
Living with Media: Create media presentations and written reports, using multi-media resources such as an overhead projector, computer, and/or a tape recorder to communicate information.
4
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.C.3.
NJ.3.1. Reading: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
3.1.A.1.
Concepts About Print/Text: Identify and use organizational structures to comprehend information (e.g., logical order, comparison/contrast, cause/effect, chronological, sequential, procedural text).
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.A.1.
3.1.C.1.
Decoding and Word Recognition: Distinguish among the spellings of homophones to determine meaning (e.g. cite, site, sight).
15
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.1.
3.1.C.2.
Decoding and Word Recognition: Apply spelling and syllabication rules that aid in decoding and word recognition.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.2.
3.1.C.3.
Decoding and Word Recognition: Continue to use structural analysis and context analysis to decode new words.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.3.
3.1.C.4.
Decoding and Word Recognition: Apply knowledge of word structures and patterns to read with automaticity.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.C.4.
3.1.D.1.
Fluency: Read grade-level text orally with high accuracy and appropriate pacing, intonation, and expression.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.1.
3.1.D.2.
Fluency: Read increasingly difficult texts silently with comprehension and fluency.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.2.
3.1.D.4.
Fluency: Adjust reading rate in response to the type of text and level of difficulty (e.g. recreational reading vs. informational reading).
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.D.4.
3.1.E.2.
Reading Strategies: Use increasingly complex text guides to understand different text structure and organizational patterns (e.g. chronological sequence or comparison and contrast).
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.E.2.
3.1.F.1.
Vocabulary and Concept Development: Develop and refine an extended vocabulary through listening and exposure to a variety of texts and independent reading.
4
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.1.
3.1.F.2.
Vocabulary and Concept Development: Clarify word meanings through the use of a word's definition, example, restatement, or contrast.
4
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.2.
3.1.F.3.
Vocabulary and Concept Development: Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology resources.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.3.
3.1.F.4.
Vocabulary and Concept Development: Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings in their speaking and writing experiences.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.4.
3.1.F.5.
Vocabulary and Concept Development: Explain relationships between and among words including connotation/denotation, antonyms/synonyms, and words with multiple meanings.
12
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.F.5.
3.1.G.1.
Comprehension Skills and Response to Text: Differentiate between fact/opinion and bias and propaganda in newspapers, periodicals, and electronic texts.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.1.
3.1.G.2.
Comprehension Skills and Response to Text: Compare and analyze several authors' perspectives of a character, personality, topic, setting, or event.
267
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.2.
3.1.G.3.
Comprehension Skills and Response to Text: Analyze ideas and recurring themes found in texts, such as good versus evil, across traditional and contemporary works.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.3.
3.1.G.4.
Comprehension Skills and Response to Text: Locate and analyze the elements of setting, characterization, and plot to construct understanding of how characters influence the progression and resolution of the plot.
27
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.4.
3.1.G.5.
Comprehension Skills and Response to Text: Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and elements of nonfiction and providing support from the text as evidence of understanding.
267
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.5.
3.1.G.6.
Comprehension Skills and Response to Text: Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and literary elements of fiction and providing support from the text as evidence of understanding.
267
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.6.
3.1.G.7.
Comprehension Skills and Response to Text: Respond critically to text ideas and the author's craft by using textual evidence to support interpretations.
267
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.7.
3.1.G.8.
Comprehension Skills and Response to Text: Identify and analyze literary techniques and elements, such as figurative language, meter, rhetorical, and stylistic features of text.
14
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.8.
3.1.G.9.
Comprehension Skills and Response to Text: Identify and analyze recurring themes across literary works.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.9.
3.1.G.10.
Comprehension Skills and Response to Text: Read critically and analyze poetic forms (e.g., ballad, sonnet, couplet).
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.10.
3.1.G.11.
Comprehension Skills and Response to Text: Identify and understand the author's use of idioms, analogies, metaphors, and similes in prose and poetry.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.11.
3.1.G.12.
Comprehension Skills and Response to Text: Understand perspectives of authors in a variety of interdisciplinary works.
21
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.12.
3.1.G.13.
Comprehension Skills and Response to Text: Interpret text ideas through journal writing, discussion, and enactment.
1
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.13.
3.1.G.14.
Comprehension Skills and Response to Text: Demonstrate the use of everyday texts (e.g., train schedules, directions, brochures) and make judgments about the importance of such documents.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.14.
3.1.G.15.
Comprehension Skills and Response to Text: Compare and analyze the various works of writers through an author's study.
279
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.G.15.
3.1.H.1.
Inquiry and Research: Produce written and oral work that demonstrates comprehension of informational materials.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.1.
3.1.H.2.
Inquiry and Research: Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its authors.
267
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.2.
3.1.H.4.
Inquiry and Research: Self-select materials appropriately related to a research project.
10
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.4.
3.1.H.5.
Inquiry and Research: Read and compare at least two works, including books, related to the same genre, topic, or subject and produce evidence of reading (e.g., compare central ideas, characters, themes, plots, settings).
23
Suggested Titles for New Jersey
Language Arts State
Standard 3.1.H.5.
NJ.3.2. Writing: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.2.A.1.
Writing as a Process: Write stories or scripts with well-developed characters, setting, dialogue, clear conflict and resolution, and sufficient descriptive detail.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.1.
3.2.A.2.
Writing as a Process: Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.2.
3.2.A.3.
Writing as a Process: Generate and narrow topics by considering purpose, audience, and form with a variety of strategies (e.g., graphic organizers, brainstorming, technology-assisted processes).
17
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.3.
3.2.A.4.
Writing as a Process: Revise and edit drafts by rereading for content and organization, usage, sentence construction, mechanics, and word choice.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.4.
3.2.A.6. Writing as a Process: Compose, revise, edit, and publish writing using appropriate word processing software.
3.2.A.7.
Writing as a Process: Reflect on own writing, noting strengths and setting goals for improvement.
16
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.A.7.
3.2.B.1.
Writing as a Product: Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected genres and use this knowledge in creating written work, considering the purpose, audience, and context of the writing.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.1.
3.2.B.2.
Writing as a Product: Write various types of prose, such as short stories, biographies, autobiographies, or memoirs that contain narrative elements.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.2.
3.2.B.3.
Writing as a Product: Write reports and subject-appropriate nonfiction pieces across the curriculum based on research and including citations, quotations, and a works cited page.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.3.
3.2.B.4.
Writing as a Product: Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or issue-based.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.B.4.
3.2.C.1.
Mechanics, Spelling, and Handwriting: Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.1.
3.2.C.2.
Mechanics, Spelling, and Handwriting: Use a variety of sentence types correctly, including combinations of independent and dependent clauses, prepositional and adverbial phrases, and varied sentence openings to develop a lively and effective personal style.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.2.
3.2.C.3.
Mechanics, Spelling, and Handwriting: Understand and use parallelism, including similar grammatical forms, to present items in a series or to organize ideas for emphasis.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.3.
3.2.C.4.
Mechanics, Spelling, and Handwriting: Refine the use of subordination, coordination, apposition, and other devices to indicate relationships between ideas.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.4.
3.2.C.5.
Mechanics, Spelling, and Handwriting: Use transition words to reinforce a logical progression of ideas.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.5.
3.2.C.6.
Mechanics, Spelling, and Handwriting: Edit writing for correct grammar, usage, capitalization, punctuation, and spelling.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.6.
3.2.C.7.
Mechanics, Spelling, and Handwriting: Use a variety of reference materials, such as a dictionary, thesaurus, grammar reference, and/or internet/software resources to edit written work.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.C.7.
3.2.D.1.
Writing Forms, Audiences, and Purposes: Gather, select, and organize the most effective information appropriate to a topic, task, and audience.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.1.
3.2.D.2.
Writing Forms, Audiences, and Purposes: Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative, expository, persuasive, poetic, and everyday/ workplace or technical writing).
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.2.
3.2.D.3.
Writing Forms, Audiences, and Purposes: Write responses to literature and develop insights into interpretations by connecting to personal experiences and referring to textual information.
267
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.3.
3.2.D.4.
Writing Forms, Audiences, and Purposes: Write personal narratives, short stories, memoirs, poetry, and persuasive and expository text that relate clear, coherent events, or situations through the use of specific details.
11
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.4.
3.2.D.5.
Writing Forms, Audiences, and Purposes: Use narrative and descriptive writing techniques that show compositional risks (e.g., dialogue, literary devices sensory words and phrases, background information, thoughts and feelings of characters, comparison and contrast of characters.).
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.5.
3.2.D.6.
Writing Forms, Audiences, and Purposes: Use a variety of primary and secondary sources to understand the value of each when writing a research report.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.6.
3.2.D.7.
Writing Forms, Audiences, and Purposes: Write reports based on research and include citations, quotations, and works cited page.
18
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.7.
3.2.D.8.
Writing Forms, Audiences, and Purposes: Explore the central idea or theme of an informational reading and support analysis with details from the article and personal experiences.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.8.
3.2.D.9.
Writing Forms, Audiences, and Purposes: Demonstrate writing clarity and supportive evidence when answering open-ended and essay questions across the curriculum.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.9.
3.2.D.10.
Writing Forms, Audiences, and Purposes: State a position clearly and convincingly in a persuasive essay by stating the issue, giving facts, examples, and details to support the position, and citing sources when appropriate.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.10.
3.2.D.11.
Writing Forms, Audiences, and Purposes: Present evidence when writing persuasive essays, examples, and justification to support arguments.
26
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.11.
3.2.D.12.
Writing Forms, Audiences, and Purposes: Choose an appropriate organizing strategy such as cause/effect, pro and con, parody, to effectively present a topic, point of view, or argument.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.12.
3.2.D.13.
Writing Forms, Audiences, and Purposes: Use of a personal style and voice effectively to support the purpose and engage the audience of a piece of writing.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.2.D.13.
NJ.3.3. Speaking: All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.3.A.1.
Discussion: Support a position, acknowledging opposing views.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A.1.
3.3.A.3.
Discussion: Apply rules for cooperative or whole class debate on a controversial issue.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A.3.
3.3.A.4.
Discussion: Define group roles using consensus to ensure task is understood and completed.
7
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A.4.
3.3.A.5.
Discussion: Participate in a formal debate (e.g., panel discussion).
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A.5.
3.3.A.6.
Discussion: Respond orally to literature.
267
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.A.6.
3.3.C.1.
Word Choice: Paraphrase, illustrate, clarify, and/or expand on a topic or idea.
15
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.1.
3.3.C.2.
Word Choice: Develop and use advanced vocabulary related to a topic.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.2.
3.3.C.3.
Word Choice: Use language that stimulates an audience's interest.
6
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.3.
3.3.C.4.
Word Choice: Incorporate varied sentence structure and correct grammar.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.C.4.
3.3.D.1.
Oral Presentation: Use writing to prompt discussion and enhance planning of formal and informal presentations.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.1.
3.3.D.2.
Oral Presentation: Use visual aids, media, and/or technology to support oral communication.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.2.
3.3.D.3.
Oral Presentation: Give oral presentations to different audiences for various purposes, such as summaries of books and articles, narratives, and persuasive topics, research projects, and extemporaneous/impromptu, dramatic speeches.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.3.
3.3.D.4.
Oral Presentation: Acknowledge the audience with eye contact and use appropriate verbal responses to clarify questions and inquiries.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.4.
3.3.D.6.
Oral Presentation: Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for effective presentations.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.6.
3.3.D.8.
Oral Presentation: Read aloud with fluency.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.3.D.8.
NJ.3.4. Listening: All students will listen actively to information from a variety of sources in a variety of situations.
3.4.A.2.
Active Listening: Demonstrate active listening by analyzing information, ideas, and opinions to determine relevancy.
267
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.A.2.
3.4.A.3.
Active Listening: Acknowledge the speaker through eye contact and use appropriate feedback and questions to clarify the speaker's message.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.A.3.
3.4.A.4.
Active Listening: Recognize persuasive techniques and credibility in oral communication.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.A.4.
3.4.A.5.
Active Listening: Listen to determine a speaker's purpose, attitude, and perspective.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.A.5.
3.4.B.1.
Listening Comprehension: Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.1.
3.4.B.2.
Listening Comprehension: Exhibit proficiency in integrating oral reading with listening, writing, and viewing.
23
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.2.
3.4.B.5.
Listening Comprehension: Ask probing questions to elicit information, including evidence to support the speaker's claims and conclusions.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.5.
3.4.B.6.
Listening Comprehension: Paraphrase a speaker's purpose and point of view.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.4.B.6.
NJ.3.5. Viewing and Media Literacy: All students will access, view, evaluate, and respond to print, non print, and electronic texts and resources.
3.5.A.1.
Constructing Meaning: Analyze aspects of print and electronic texts that support the author's point of view, opinion, or attitude.
8
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.1.
3.5.A.2.
Constructing Meaning: Analyze the use of elements (e.g., setting plot, theme, characters) to understand media presentations, such as film, video, television, and theatrical productions.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.2.
3.5.A.3.
Constructing Meaning: Analyze and respond to visual and print messages (e.g. humor, irony, metaphor) and recognize how words, sounds, and still or moving images are used in each medium to convey the intended messages.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.3.
3.5.A.4.
Constructing Meaning: Compare and contrast how the various forms of media (e.g. newspapers, radio, television, internet news outlets) cover the same topic.
4
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.A.4.
3.5.B.1.
Visual and Verbal Messages: Analyze and compare the pros and cons of visual and verbal advertising.
2
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.1.
3.5.B.2.
Visual and Verbal Messages: Evaluate various media messages for credibility.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.2.
3.5.B.4.
Visual and Verbal Messages: Make inferences based upon the content of still images.
5
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.4.
3.5.B.5.
Visual and Verbal Messages: Compare and contrast media sources, such as film and book versions of a story.
13
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.B.5.
3.5.C.1.
Living with Media: Evaluate media forms, such as television, video, games, music, and film for content appropriateness (e.g., rating systems, rubric).
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.C.1.
3.5.C.2.
Living with Media: Analyze media content for emotional effect on audience.
9
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.C.2.
3.5.C.3.
Living with Media: Create media presentations and written reports, using multi-media resources such as an overhead projector, computer, and/or a tape recorder to communicate information.
3
Suggested Titles for New Jersey
Language Arts State
Standard 3.5.C.3.
NJ.3.1. Reading: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
3.1.D.1. Fluency: Read developmentally appropriate materials at an independent level with accuracy and speed.
3.1.D.2. Fluency: Use appropriate rhythm, flow, meter, and pronunciation when reading.
3.1.D.3. Fluency: Read a variety of genres and types of text with fluency and comprehension.
3.1.E.1. Reading Strategies: Identify, assess, and apply personal reading strategies that were most effective in previous learning from a variety of texts.
3.1.E.2. Reading Strategies: Practice visualizing techniques before, during, and after reading to aid in comprehension.
3.1.E.3. Reading Strategies: Judge the most effective graphic organizers to use with various text types for memory retention and monitoring comprehension.
3.1.F.1. Vocabulary and Concept Development: Use knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meanings of specialized vocabulary.
3.1.F.2. Vocabulary and Concept Development: Use knowledge of root words to understand new words.
3.1.F.3. Vocabulary and Concept Development: Apply reading vocabulary in different content areas.
3.1.G.1. Comprehension Skills and Response to Text: Identify, describe, evaluate, and synthesize the central ideas in informational texts.
3.1.G.2. Comprehension Skills and Response to Text: Understand the study of literature and theories of literary criticism.
3.1.G.3. Comprehension Skills and Response to Text: Understand that our literary heritage is marked by distinct literary movements and is part of a global literary tradition.
3.1.G.4. Comprehension Skills and Response to Text: Compare and evaluate the relationship between past literary traditions and contemporary writing.
3.1.G.5. Comprehension Skills and Response to Text: Analyze how works of a given period reflect historical and social events and conditions.
3.1.G.6. Comprehension Skills and Response to Text: Recognize literary concepts, such as rhetorical device, logical fallacy, and jargon, and their effect on meaning.
3.1.G.7. Comprehension Skills and Response to Text: Interpret how literary devices affect reading emotions and understanding.
3.1.G.8. Comprehension Skills and Response to Text: Analyze and evaluate the appropriateness of diction and figurative language (e.g., irony, paradox).
3.1.G.9. Comprehension Skills and Response to Text: Distinguish between essential and nonessential information, identifying the use of proper references and propaganda techniques where present.
3.1.G.10. Comprehension Skills and Response to Text: Differentiate between fact and opinion by using complete and accurate information, coherent arguments, and points of view.
3.1.G.11. Comprehension Skills and Response to Text: Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.
3.1.G.12. Comprehension Skills and Response to Text: Demonstrate familiarity with everyday texts such as job and college applications, W-2 forms, and contracts.
3.1.G.13. Comprehension Skills and Response to Text: Read, comprehend, and be able to follow information gained from technical and instructional manuals (e.g., how-to books, computer manuals, or instructional manuals).
3.1.H.1. Inquiry and Research: Select appropriate electronic media for research and evaluate the quality of the information received.
3.1.H.2. Inquiry and Research: Develop materials for a portfolio that reflect a specific career choice.
3.1.H.3. Inquiry and Research: Develop increased ability to critically select works to support a research topic.
3.1.H.4. Inquiry and Research: Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals, manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading.
3.1.H.5. Inquiry and Research: Apply information gained from several sources or books on a single topic or by a single author to foster an argument, draw conclusions, or advance a position.
3.1.H.6. Inquiry and Research: Critique the validity and logic of arguments advanced in public documents, their appeal to various audiences, and the extent to which they anticipate and address reader concerns.
NJ.3.2. Writing: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.2.A.1. Writing as a Process: Engage in the full writing process by writing daily and for sustained amounts of time.
3.2.A.2. Writing as a Process: Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
3.2.A.3. Writing as a Process: Analyze and revise writing to improve style, focus and organization, coherence, clarity of thought, sophisticated word choice and sentence variety, and subtlety of meaning.
3.2.A.4. Writing as a Process: Review and edit work for spelling, usage, clarity, and fluency.
3.2.A.5. Writing as a Process: Use the computer and word-processing software to compose, revise, edit, and publish a piece.
3.2.A.6. Writing as a Process: Use a scoring rubric to evaluate and improve own writing and the writing of others.
3.2.A.7. Writing as a Process: Reflect on own writing and establish goals for growth and improvement.
3.2.B.1. Writing as a Product: Analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing.
3.2.B.2. Writing as a Product: Critique published works for authenticity and credibility.
3.2.B.3. Writing as a Product: Draft a thesis statement and support/defend it through highly developed ideas and content, organization, and paragraph development.
3.2.B.4. Writing as a Product: Write multi-paragraph, complex pieces across the curriculum using a variety of strategies to develop a central idea (e.g., cause-effect, problem/solution, hypothesis/results, rhetorical questions, parallelism).
3.2.B.5. Writing as a Product: Write a range of essays and expository pieces across the curriculum, such as persuasive, analytic, critique, or position paper.
3.2.B.6. Writing as a Product: Write a literary research paper that synthesizes and cites data using researched information and technology to support writing.
3.2.B.7. Writing as a Product: Use primary and secondary sources to provide evidence, justification, or to extend a position, and cite sources, such as periodicals, interviews, discourse, and electronic media.
3.2.B.8. Writing as a Product: Foresee readers' needs and develop interest through strategies such as using precise language, specific details, definitions, descriptions, examples, anecdotes, analogies, and humor as well as anticipating and countering concerns and arguments and advancing a position.
3.2.B.9. Writing as a Product: Provide compelling openings and strong closure to written pieces.
3.2.B.10. Writing as a Product: Employ relevant graphics to support a central idea (e.g., charts, graphic organizers, pictures, computer-generated presentation).
3.2.B.11. Writing as a Product: Use the responses of others to review content, organization, and usage for publication.
3.2.B.12. Writing as a Product: Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres.
3.2.C.1. Mechanics, Spelling, and Handwriting: Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, and spelling.
3.2.C.2. Mechanics, Spelling, and Handwriting: Demonstrate a well-developed knowledge of English syntax to express ideas in a lively and effective personal style.
3.2.C.3. Mechanics, Spelling, and Handwriting: Use subordination, coordination, apposition, and other devices effectively to indicate relationships between ideas.
3.2.C.4. Mechanics, Spelling, and Handwriting: Use transition words to reinforce a logical progression of ideas.
3.2.C.5. Mechanics, Spelling, and Handwriting: Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing.
3.2.C.6. Mechanics, Spelling, and Handwriting: Use knowledge of Standard English conventions to edit own writing and the writing of others for correctness.
3.2.C.7. Mechanics, Spelling, and Handwriting: Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.
3.2.C.8. Mechanics, Spelling, and Handwriting: Write legibly in manuscript or cursive to meet district standards.
3.2.D.1. Writing Forms, Audiences, and Purposes: Employ the most effective writing formats and strategies for the purpose and audience.
3.2.D.2. Writing Forms, Audiences, and Purposes: Demonstrate command of a variety of writing genres, such as: Persuasive essay, Personal narrative, Research report, Literary research paper, Descriptive essay, Critique, Response to literature, Parody of a particular narrative style (fable, myth, short story), Poetry.
3.2.D.3. Writing Forms, Audiences, and Purposes: Evaluate the impact of an author's decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness.
3.2.D.4. Writing Forms, Audiences, and Purposes: Apply all copyright laws to information used in written work.
3.2.D.5. Writing Forms, Audiences, and Purposes: When writing, employ structures to support the reader, such as transition words, chronology, hierarchy or sequence, and forms, such as headings and subtitles.
3.2.D.6. Writing Forms, Audiences, and Purposes: Compile and synthesize information for everyday and workplace purposes, such as job applications, resumes, business letters, and college applications.
3.2.D.7. Writing Forms, Audiences, and Purposes: Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing.
3.2.D.8. Writing Forms, Audiences, and Purposes: Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres.
NJ.3.3. Speaking: All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.3.A.1. Discussion: Support a position integrating multiple perspectives.
3.3.A.2. Discussion: Support, modify, or refute a position in small or large-group discussions.
3.3.A.3. Discussion: Assume leadership roles in student-directed discussions, projects, and forums.
3.3.A.4. Discussion: Summarize and evaluate tentative conclusions and take the initiative in moving discussions to the next stage.
3.3.B.1. Questioning (Inquiry) and Contributing: Ask prepared and follow-up questions in interviews and other discussions.
3.3.B.2. Questioning (Inquiry) and Contributing: Extend peer contributions by elaboration and illustration.
3.3.B.3. Questioning (Inquiry) and Contributing: Analyze, evaluate, and modify group processes.
3.3.B.4. Questioning (Inquiry) and Contributing: Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements.
3.3.B.5. Questioning (Inquiry) and Contributing: Question critically the position or viewpoint of an author.
3.3.B.6. Questioning (Inquiry) and Contributing: Respond to audience questions by providing clarification, illustration, definition, and elaboration.
3.3.B.7. Questioning (Inquiry) and Contributing: Participate actively in panel discussions, symposiums, and/or business meeting formats (e.g., explore a question and consider perspectives).
3.3.C.1. Word Choice: Modulate tone and clarify thoughts through word choice.
3.3.C.2. Word Choice: Improve word choice by focusing on rhetorical devices (e.g., puns, parallelism, allusion, alliteration).
3.3.D.1. Oral Presentation: Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation, dramatization, personal expression).
3.3.D.2. Oral Presentation: Use a variety of organizational strategies (e.g., focusing idea, attention getters, clinchers, repetition, transition words).
3.3.D.3. Oral Presentation: Demonstrate effective delivery strategies (e.g., eye contact, body language, volume, intonation, articulation) when speaking.
3.3.D.4. Oral Presentation: Edit drafts of speeches independently and in peer discussions.
3.3.D.5. Oral Presentation: Modify oral communications through sensing audience confusion, and make impromptu revisions in oral presentation (e.g., summarizing, restating, adding illustrations/details).
3.3.D.6. Oral Presentation: Use a rubric to self-assess and improve oral presentations.
NJ.3.4. Listening: All students will listen actively to information from a variety of sources in a variety of situations.
3.4.A.1. Active Listening: Explore and reflect on ideas while hearing and focusing attentively.
3.4.A.2. Active Listening: Listen skillfully to distinguish emotive and persuasive rhetoric.
3.4.A.3. Active Listening: Demonstrate appropriate listener response to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.
3.4.B.1. Listening Comprehension: Listen to summarize, make judgments, and evaluate.
3.4.B.2. Listening Comprehension: Evaluate the credibility of a speaker.
3.4.B.3. Listening Comprehension: Determine when propaganda and argument are used in oral forms.
3.4.B.4. Listening Comprehension: Listen and respond appropriately to a debate.
NJ.3.5. Viewing and Media Literacy: All students will access, view, evaluate, and respond to print, non print, and electronic texts and resources.
3.5.A.1. Constructing Meaning from Media: Understand that messages are representations of social reality and vary by historic time periods and parts of the world.
3.5.A.2. Constructing Meaning from Media: Identify and evaluate how a media product expresses the values of the culture that produced it.
3.5.A.3. Constructing Meaning from Media: Identify and select media forms appropriate for the viewer's purpose.
3.5.B.1. Visual and Verbal Messages: Analyze media for stereotyping (e.g., gender, ethnicity).
3.5.B.2. Visual and Verbal Messages: Compare and contrast three or more media sources.
3.5.C.1. Living with Media: Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family, and social institutions).
3.5.C.2. Living with Media: Determine influences on news media based on existing political, historical, economical, and social contexts (e.g., importance of audience feedback).
3.5.C.3. Living with Media: Recognize that creators of media and performances use a number of forms, techniques, and technologies to convey their messages.
NJ.3.1. Reading: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
3.1.D.1. Fluency: Read developmentally appropriate materials at an independent level with accuracy and speed.
3.1.D.2. Fluency: Use appropriate rhythm, flow, meter, and pronunciation when reading.
3.1.D.3. Fluency: Read a variety of genres and types of text with fluency and comprehension.
3.1.E.1. Reading Strategies: Identify, assess, and apply personal reading strategies that were most effective in previous learning from a variety of texts.
3.1.E.2. Reading Strategies: Practice visualizing techniques before, during, and after reading to aid in comprehension.
3.1.E.3. Reading Strategies: Judge the most effective graphic organizers to use with various text types for memory retention and monitoring comprehension.
3.1.F.1. Vocabulary and Concept Development: Use knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meanings of specialized vocabulary.
3.1.F.2. Vocabulary and Concept Development: Use knowledge of root words to understand new words.
3.1.F.3. Vocabulary and Concept Development: Apply reading vocabulary in different content areas.
3.1.G.1. Comprehension Skills and Response to Text: Identify, describe, evaluate, and synthesize the central ideas in informational texts.
3.1.G.2. Comprehension Skills and Response to Text: Understand the study of literature and theories of literary criticism.
3.1.G.3. Comprehension Skills and Response to Text: Understand that our literary heritage is marked by distinct literary movements and is part of a global literary tradition.
3.1.G.4. Comprehension Skills and Response to Text: Compare and evaluate the relationship between past literary traditions and contemporary writing.
3.1.G.5. Comprehension Skills and Response to Text: Analyze how works of a given period reflect historical and social events and conditions.
3.1.G.6. Comprehension Skills and Response to Text: Recognize literary concepts, such as rhetorical device, logical fallacy, and jargon, and their effect on meaning.
3.1.G.7. Comprehension Skills and Response to Text: Interpret how literary devices affect reading emotions and understanding.
3.1.G.8. Comprehension Skills and Response to Text: Analyze and evaluate the appropriateness of diction and figurative language (e.g., irony, paradox).
3.1.G.9. Comprehension Skills and Response to Text: Distinguish between essential and nonessential information, identifying the use of proper references and propaganda techniques where present.
3.1.G.10. Comprehension Skills and Response to Text: Differentiate between fact and opinion by using complete and accurate information, coherent arguments, and points of view.
3.1.G.11. Comprehension Skills and Response to Text: Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.
3.1.G.12. Comprehension Skills and Response to Text: Demonstrate familiarity with everyday texts such as job and college applications, W-2 forms, and contracts.
3.1.G.13. Comprehension Skills and Response to Text: Read, comprehend, and be able to follow information gained from technical and instructional manuals (e.g., how-to books, computer manuals, or instructional manuals).
3.1.H.1. Inquiry and Research: Select appropriate electronic media for research and evaluate the quality of the information received.
3.1.H.2. Inquiry and Research: Develop materials for a portfolio that reflect a specific career choice.
3.1.H.3. Inquiry and Research: Develop increased ability to critically select works to support a research topic.
3.1.H.4. Inquiry and Research: Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals, manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading.
3.1.H.5. Inquiry and Research: Apply information gained from several sources or books on a single topic or by a single author to foster an argument, draw conclusions, or advance a position.
3.1.H.6. Inquiry and Research: Critique the validity and logic of arguments advanced in public documents, their appeal to various audiences, and the extent to which they anticipate and address reader concerns.
NJ.3.2. Writing: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.2.A.1. Writing as a Process: Engage in the full writing process by writing daily and for sustained amounts of time.
3.2.A.2. Writing as a Process: Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
3.2.A.3. Writing as a Process: Analyze and revise writing to improve style, focus and organization, coherence, clarity of thought, sophisticated word choice and sentence variety, and subtlety of meaning.
3.2.A.4. Writing as a Process: Review and edit work for spelling, usage, clarity, and fluency.
3.2.A.5. Writing as a Process: Use the computer and word-processing software to compose, revise, edit, and publish a piece.
3.2.A.6. Writing as a Process: Use a scoring rubric to evaluate and improve own writing and the writing of others.
3.2.A.7. Writing as a Process: Reflect on own writing and establish goals for growth and improvement.
3.2.B.1. Writing as a Product: Analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing.
3.2.B.2. Writing as a Product: Critique published works for authenticity and credibility.
3.2.B.3. Writing as a Product: Draft a thesis statement and support/defend it through highly developed ideas and content, organization, and paragraph development.
3.2.B.4. Writing as a Product: Write multi-paragraph, complex pieces across the curriculum using a variety of strategies to develop a central idea (e.g., cause-effect, problem/solution, hypothesis/results, rhetorical questions, parallelism).
3.2.B.5. Writing as a Product: Write a range of essays and expository pieces across the curriculum, such as persuasive, analytic, critique, or position paper.
3.2.B.6. Writing as a Product: Write a literary research paper that synthesizes and cites data using researched information and technology to support writing.
3.2.B.7. Writing as a Product: Use primary and secondary sources to provide evidence, justification, or to extend a position, and cite sources, such as periodicals, interviews, discourse, and electronic media.
3.2.B.8. Writing as a Product: Foresee readers' needs and develop interest through strategies such as using precise language, specific details, definitions, descriptions, examples, anecdotes, analogies, and humor as well as anticipating and countering concerns and arguments and advancing a position.
3.2.B.9. Writing as a Product: Provide compelling openings and strong closure to written pieces.
3.2.B.10. Writing as a Product: Employ relevant graphics to support a central idea (e.g., charts, graphic organizers, pictures, computer-generated presentation).
3.2.B.11. Writing as a Product: Use the responses of others to review content, organization, and usage for publication.
3.2.B.12. Writing as a Product: Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres.
3.2.C.1. Mechanics, Spelling, and Handwriting: Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, and spelling.
3.2.C.2. Mechanics, Spelling, and Handwriting: Demonstrate a well-developed knowledge of English syntax to express ideas in a lively and effective personal style.
3.2.C.3. Mechanics, Spelling, and Handwriting: Use subordination, coordination, apposition, and other devices effectively to indicate relationships between ideas.
3.2.C.4. Mechanics, Spelling, and Handwriting: Use transition words to reinforce a logical progression of ideas.
3.2.C.5. Mechanics, Spelling, and Handwriting: Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing.
3.2.C.6. Mechanics, Spelling, and Handwriting: Use knowledge of Standard English conventions to edit own writing and the writing of others for correctness.
3.2.C.7. Mechanics, Spelling, and Handwriting: Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.
3.2.C.8. Mechanics, Spelling, and Handwriting: Write legibly in manuscript or cursive to meet district standards.
3.2.D.1. Writing Forms, Audiences, and Purposes: Employ the most effective writing formats and strategies for the purpose and audience.
3.2.D.2. Writing Forms, Audiences, and Purposes: Demonstrate command of a variety of writing genres, such as: Persuasive essay, Personal narrative, Research report, Literary research paper, Descriptive essay, Critique, Response to literature, Parody of a particular narrative style (fable, myth, short story), Poetry.
3.2.D.3. Writing Forms, Audiences, and Purposes: Evaluate the impact of an author's decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness.
3.2.D.4. Writing Forms, Audiences, and Purposes: Apply all copyright laws to information used in written work.
3.2.D.5. Writing Forms, Audiences, and Purposes: When writing, employ structures to support the reader, such as transition words, chronology, hierarchy or sequence, and forms, such as headings and subtitles.
3.2.D.6. Writing Forms, Audiences, and Purposes: Compile and synthesize information for everyday and workplace purposes, such as job applications, resumes, business letters, and college applications.
3.2.D.7. Writing Forms, Audiences, and Purposes: Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing.
3.2.D.8. Writing Forms, Audiences, and Purposes: Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres.
NJ.3.3. Speaking: All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.3.A.1. Discussion: Support a position integrating multiple perspectives.
3.3.A.2. Discussion: Support, modify, or refute a position in small or large-group discussions.
3.3.A.3. Discussion: Assume leadership roles in student-directed discussions, projects, and forums.
3.3.A.4. Discussion: Summarize and evaluate tentative conclusions and take the initiative in moving discussions to the next stage.
3.3.B.1. Questioning (Inquiry) and Contributing: Ask prepared and follow-up questions in interviews and other discussions.
3.3.B.2. Questioning (Inquiry) and Contributing: Extend peer contributions by elaboration and illustration.
3.3.B.3. Questioning (Inquiry) and Contributing: Analyze, evaluate, and modify group processes.
3.3.B.4. Questioning (Inquiry) and Contributing: Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements.
3.3.B.5. Questioning (Inquiry) and Contributing: Question critically the position or viewpoint of an author.
3.3.B.6. Questioning (Inquiry) and Contributing: Respond to audience questions by providing clarification, illustration, definition, and elaboration.
3.3.B.7. Questioning (Inquiry) and Contributing: Participate actively in panel discussions, symposiums, and/or business meeting formats (e.g., explore a question and consider perspectives).
3.3.C.1. Word Choice: Modulate tone and clarify thoughts through word choice.
3.3.C.2. Word Choice: Improve word choice by focusing on rhetorical devices (e.g., puns, parallelism, allusion, alliteration).
3.3.D.1. Oral Presentation: Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation, dramatization, personal expression).
3.3.D.2. Oral Presentation: Use a variety of organizational strategies (e.g., focusing idea, attention getters, clinchers, repetition, transition words).
3.3.D.3. Oral Presentation: Demonstrate effective delivery strategies (e.g., eye contact, body language, volume, intonation, articulation) when speaking.
3.3.D.4. Oral Presentation: Edit drafts of speeches independently and in peer discussions.
3.3.D.5. Oral Presentation: Modify oral communications through sensing audience confusion, and make impromptu revisions in oral presentation (e.g., summarizing, restating, adding illustrations/details).
3.3.D.6. Oral Presentation: Use a rubric to self-assess and improve oral presentations.
NJ.3.4. Listening: All students will listen actively to information from a variety of sources in a variety of situations.
3.4.A.1. Active Listening: Explore and reflect on ideas while hearing and focusing attentively.
3.4.A.2. Active Listening: Listen skillfully to distinguish emotive and persuasive rhetoric.
3.4.A.3. Active Listening: Demonstrate appropriate listener response to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.
3.4.B.1. Listening Comprehension: Listen to summarize, make judgments, and evaluate.
3.4.B.2. Listening Comprehension: Evaluate the credibility of a speaker.
3.4.B.3. Listening Comprehension: Determine when propaganda and argument are used in oral forms.
3.4.B.4. Listening Comprehension: Listen and respond appropriately to a debate.
NJ.3.5. Viewing and Media Literacy: All students will access, view, evaluate, and respond to print, non print, and electronic texts and resources.
3.5.A.1. Constructing Meaning from Media: Understand that messages are representations of social reality and vary by historic time periods and parts of the world.
3.5.A.2. Constructing Meaning from Media: Identify and evaluate how a media product expresses the values of the culture that produced it.
3.5.A.3. Constructing Meaning from Media: Identify and select media forms appropriate for the viewer's purpose.
3.5.B.1. Visual and Verbal Messages: Analyze media for stereotyping (e.g., gender, ethnicity).
3.5.B.2. Visual and Verbal Messages: Compare and contrast three or more media sources.
3.5.C.1. Living with Media: Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family, and social institutions).
3.5.C.2. Living with Media: Determine influences on news media based on existing political, historical, economical, and social contexts (e.g., importance of audience feedback).
3.5.C.3. Living with Media: Recognize that creators of media and performances use a number of forms, techniques, and technologies to convey their messages.
NJ.3.1. Reading: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
3.1.D.1. Fluency: Read developmentally appropriate materials at an independent level with accuracy and speed.
3.1.D.2. Fluency: Use appropriate rhythm, flow, meter, and pronunciation when reading.
3.1.D.3. Fluency: Read a variety of genres and types of text with fluency and comprehension.
3.1.E.1. Reading Strategies: Identify, assess, and apply personal reading strategies that were most effective in previous learning from a variety of texts.
3.1.E.2. Reading Strategies: Practice visualizing techniques before, during, and after reading to aid in comprehension.
3.1.E.3. Reading Strategies: Judge the most effective graphic organizers to use with various text types for memory retention and monitoring comprehension.
3.1.F.1. Vocabulary and Concept Development: Use knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meanings of specialized vocabulary.
3.1.F.2. Vocabulary and Concept Development: Use knowledge of root words to understand new words.
3.1.F.3. Vocabulary and Concept Development: Apply reading vocabulary in different content areas.
3.1.G.1. Comprehension Skills and Response to Text: Identify, describe, evaluate, and synthesize the central ideas in informational texts.
3.1.G.2. Comprehension Skills and Response to Text: Understand the study of literature and theories of literary criticism.
3.1.G.3. Comprehension Skills and Response to Text: Understand that our literary heritage is marked by distinct literary movements and is part of a global literary tradition.
3.1.G.4. Comprehension Skills and Response to Text: Compare and evaluate the relationship between past literary traditions and contemporary writing.
3.1.G.5. Comprehension Skills and Response to Text: Analyze how works of a given period reflect historical and social events and conditions.
3.1.G.6. Comprehension Skills and Response to Text: Recognize literary concepts, such as rhetorical device, logical fallacy, and jargon, and their effect on meaning.
3.1.G.7. Comprehension Skills and Response to Text: Interpret how literary devices affect reading emotions and understanding.
3.1.G.8. Comprehension Skills and Response to Text: Analyze and evaluate the appropriateness of diction and figurative language (e.g., irony, paradox).
3.1.G.9. Comprehension Skills and Response to Text: Distinguish between essential and nonessential information, identifying the use of proper references and propaganda techniques where present.
3.1.G.10. Comprehension Skills and Response to Text: Differentiate between fact and opinion by using complete and accurate information, coherent arguments, and points of view.
3.1.G.11. Comprehension Skills and Response to Text: Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.
3.1.G.12. Comprehension Skills and Response to Text: Demonstrate familiarity with everyday texts such as job and college applications, W-2 forms, and contracts.
3.1.G.13. Comprehension Skills and Response to Text: Read, comprehend, and be able to follow information gained from technical and instructional manuals (e.g., how-to books, computer manuals, or instructional manuals).
3.1.H.1. Inquiry and Research: Select appropriate electronic media for research and evaluate the quality of the information received.
3.1.H.2. Inquiry and Research: Develop materials for a portfolio that reflect a specific career choice.
3.1.H.3. Inquiry and Research: Develop increased ability to critically select works to support a research topic.
3.1.H.4. Inquiry and Research: Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals, manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading.
3.1.H.5. Inquiry and Research: Apply information gained from several sources or books on a single topic or by a single author to foster an argument, draw conclusions, or advance a position.
3.1.H.6. Inquiry and Research: Critique the validity and logic of arguments advanced in public documents, their appeal to various audiences, and the extent to which they anticipate and address reader concerns.
NJ.3.2. Writing: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.2.A.1. Writing as a Process: Engage in the full writing process by writing daily and for sustained amounts of time.
3.2.A.2. Writing as a Process: Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
3.2.A.3. Writing as a Process: Analyze and revise writing to improve style, focus and organization, coherence, clarity of thought, sophisticated word choice and sentence variety, and subtlety of meaning.
3.2.A.4. Writing as a Process: Review and edit work for spelling, usage, clarity, and fluency.
3.2.A.5. Writing as a Process: Use the computer and word-processing software to compose, revise, edit, and publish a piece.
3.2.A.6. Writing as a Process: Use a scoring rubric to evaluate and improve own writing and the writing of others.
3.2.A.7. Writing as a Process: Reflect on own writing and establish goals for growth and improvement.
3.2.B.1. Writing as a Product: Analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing.
3.2.B.2. Writing as a Product: Critique published works for authenticity and credibility.
3.2.B.3. Writing as a Product: Draft a thesis statement and support/defend it through highly developed ideas and content, organization, and paragraph development.
3.2.B.4. Writing as a Product: Write multi-paragraph, complex pieces across the curriculum using a variety of strategies to develop a central idea (e.g., cause-effect, problem/solution, hypothesis/results, rhetorical questions, parallelism).
3.2.B.5. Writing as a Product: Write a range of essays and expository pieces across the curriculum, such as persuasive, analytic, critique, or position paper.
3.2.B.6. Writing as a Product: Write a literary research paper that synthesizes and cites data using researched information and technology to support writing.
3.2.B.7. Writing as a Product: Use primary and secondary sources to provide evidence, justification, or to extend a position, and cite sources, such as periodicals, interviews, discourse, and electronic media.
3.2.B.8. Writing as a Product: Foresee readers' needs and develop interest through strategies such as using precise language, specific details, definitions, descriptions, examples, anecdotes, analogies, and humor as well as anticipating and countering concerns and arguments and advancing a position.
3.2.B.9. Writing as a Product: Provide compelling openings and strong closure to written pieces.
3.2.B.10. Writing as a Product: Employ relevant graphics to support a central idea (e.g., charts, graphic organizers, pictures, computer-generated presentation).
3.2.B.11. Writing as a Product: Use the responses of others to review content, organization, and usage for publication.
3.2.B.12. Writing as a Product: Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres.
3.2.C.1. Mechanics, Spelling, and Handwriting: Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, and spelling.
3.2.C.2. Mechanics, Spelling, and Handwriting: Demonstrate a well-developed knowledge of English syntax to express ideas in a lively and effective personal style.
3.2.C.3. Mechanics, Spelling, and Handwriting: Use subordination, coordination, apposition, and other devices effectively to indicate relationships between ideas.
3.2.C.4. Mechanics, Spelling, and Handwriting: Use transition words to reinforce a logical progression of ideas.
3.2.C.5. Mechanics, Spelling, and Handwriting: Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing.
3.2.C.6. Mechanics, Spelling, and Handwriting: Use knowledge of Standard English conventions to edit own writing and the writing of others for correctness.
3.2.C.7. Mechanics, Spelling, and Handwriting: Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.
3.2.C.8. Mechanics, Spelling, and Handwriting: Write legibly in manuscript or cursive to meet district standards.
3.2.D.1. Writing Forms, Audiences, and Purposes: Employ the most effective writing formats and strategies for the purpose and audience.
3.2.D.2. Writing Forms, Audiences, and Purposes: Demonstrate command of a variety of writing genres, such as: Persuasive essay, Personal narrative, Research report, Literary research paper, Descriptive essay, Critique, Response to literature, Parody of a particular narrative style (fable, myth, short story), Poetry.
3.2.D.3. Writing Forms, Audiences, and Purposes: Evaluate the impact of an author's decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness.
3.2.D.4. Writing Forms, Audiences, and Purposes: Apply all copyright laws to information used in written work.
3.2.D.5. Writing Forms, Audiences, and Purposes: When writing, employ structures to support the reader, such as transition words, chronology, hierarchy or sequence, and forms, such as headings and subtitles.
3.2.D.6. Writing Forms, Audiences, and Purposes: Compile and synthesize information for everyday and workplace purposes, such as job applications, resumes, business letters, and college applications.
3.2.D.7. Writing Forms, Audiences, and Purposes: Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing.
3.2.D.8. Writing Forms, Audiences, and Purposes: Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres.
NJ.3.3. Speaking: All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.3.A.1. Discussion: Support a position integrating multiple perspectives.
3.3.A.2. Discussion: Support, modify, or refute a position in small or large-group discussions.
3.3.A.3. Discussion: Assume leadership roles in student-directed discussions, projects, and forums.
3.3.A.4. Discussion: Summarize and evaluate tentative conclusions and take the initiative in moving discussions to the next stage.
3.3.B.1. Questioning (Inquiry) and Contributing: Ask prepared and follow-up questions in interviews and other discussions.
3.3.B.2. Questioning (Inquiry) and Contributing: Extend peer contributions by elaboration and illustration.
3.3.B.3. Questioning (Inquiry) and Contributing: Analyze, evaluate, and modify group processes.
3.3.B.4. Questioning (Inquiry) and Contributing: Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements.
3.3.B.5. Questioning (Inquiry) and Contributing: Question critically the position or viewpoint of an author.
3.3.B.6. Questioning (Inquiry) and Contributing: Respond to audience questions by providing clarification, illustration, definition, and elaboration.
3.3.B.7. Questioning (Inquiry) and Contributing: Participate actively in panel discussions, symposiums, and/or business meeting formats (e.g., explore a question and consider perspectives).
3.3.C.1. Word Choice: Modulate tone and clarify thoughts through word choice.
3.3.C.2. Word Choice: Improve word choice by focusing on rhetorical devices (e.g., puns, parallelism, allusion, alliteration).
3.3.D.1. Oral Presentation: Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation, dramatization, personal expression).
3.3.D.2. Oral Presentation: Use a variety of organizational strategies (e.g., focusing idea, attention getters, clinchers, repetition, transition words).
3.3.D.3. Oral Presentation: Demonstrate effective delivery strategies (e.g., eye contact, body language, volume, intonation, articulation) when speaking.
3.3.D.4. Oral Presentation: Edit drafts of speeches independently and in peer discussions.
3.3.D.5. Oral Presentation: Modify oral communications through sensing audience confusion, and make impromptu revisions in oral presentation (e.g., summarizing, restating, adding illustrations/details).
3.3.D.6. Oral Presentation: Use a rubric to self-assess and improve oral presentations.
NJ.3.4. Listening: All students will listen actively to information from a variety of sources in a variety of situations.
3.4.A.1. Active Listening: Explore and reflect on ideas while hearing and focusing attentively.
3.4.A.2. Active Listening: Listen skillfully to distinguish emotive and persuasive rhetoric.
3.4.A.3. Active Listening: Demonstrate appropriate listener response to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.
3.4.B.1. Listening Comprehension: Listen to summarize, make judgments, and evaluate.
3.4.B.2. Listening Comprehension: Evaluate the credibility of a speaker.
3.4.B.3. Listening Comprehension: Determine when propaganda and argument are used in oral forms.
3.4.B.4. Listening Comprehension: Listen and respond appropriately to a debate.
NJ.3.5. Viewing and Media Literacy: All students will access, view, evaluate, and respond to print, non print, and electronic texts and resources.
3.5.A.1. Constructing Meaning from Media: Understand that messages are representations of social reality and vary by historic time periods and parts of the world.
3.5.A.2. Constructing Meaning from Media: Identify and evaluate how a media product expresses the values of the culture that produced it.
3.5.A.3. Constructing Meaning from Media: Identify and select media forms appropriate for the viewer's purpose.
3.5.B.1. Visual and Verbal Messages: Analyze media for stereotyping (e.g., gender, ethnicity).
3.5.B.2. Visual and Verbal Messages: Compare and contrast three or more media sources.
3.5.C.1. Living with Media: Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family, and social institutions).
3.5.C.2. Living with Media: Determine influences on news media based on existing political, historical, economical, and social contexts (e.g., importance of audience feedback).
3.5.C.3. Living with Media: Recognize that creators of media and performances use a number of forms, techniques, and technologies to convey their messages.
NJ.3.1. Reading: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
3.1.D.1. Fluency: Read developmentally appropriate materials at an independent level with accuracy and speed.
3.1.D.2. Fluency: Use appropriate rhythm, flow, meter, and pronunciation when reading.
3.1.D.3. Fluency: Read a variety of genres and types of text with fluency and comprehension.
3.1.E.1. Reading Strategies: Identify, assess, and apply personal reading strategies that were most effective in previous learning from a variety of texts.
3.1.E.2. Reading Strategies: Practice visualizing techniques before, during, and after reading to aid in comprehension.
3.1.E.3. Reading Strategies: Judge the most effective graphic organizers to use with various text types for memory retention and monitoring comprehension.
3.1.F.1. Vocabulary and Concept Development: Use knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meanings of specialized vocabulary.
3.1.F.2. Vocabulary and Concept Development: Use knowledge of root words to understand new words.
3.1.F.3. Vocabulary and Concept Development: Apply reading vocabulary in different content areas.
3.1.G.1. Comprehension Skills and Response to Text: Identify, describe, evaluate, and synthesize the central ideas in informational texts.
3.1.G.2. Comprehension Skills and Response to Text: Understand the study of literature and theories of literary criticism.
3.1.G.3. Comprehension Skills and Response to Text: Understand that our literary heritage is marked by distinct literary movements and is part of a global literary tradition.
3.1.G.4. Comprehension Skills and Response to Text: Compare and evaluate the relationship between past literary traditions and contemporary writing.
3.1.G.5. Comprehension Skills and Response to Text: Analyze how works of a given period reflect historical and social events and conditions.
3.1.G.6. Comprehension Skills and Response to Text: Recognize literary concepts, such as rhetorical device, logical fallacy, and jargon, and their effect on meaning.
3.1.G.7. Comprehension Skills and Response to Text: Interpret how literary devices affect reading emotions and understanding.
3.1.G.8. Comprehension Skills and Response to Text: Analyze and evaluate the appropriateness of diction and figurative language (e.g., irony, paradox).
3.1.G.9. Comprehension Skills and Response to Text: Distinguish between essential and nonessential information, identifying the use of proper references and propaganda techniques where present.
3.1.G.10. Comprehension Skills and Response to Text: Differentiate between fact and opinion by using complete and accurate information, coherent arguments, and points of view.
3.1.G.11. Comprehension Skills and Response to Text: Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.
3.1.G.12. Comprehension Skills and Response to Text: Demonstrate familiarity with everyday texts such as job and college applications, W-2 forms, and contracts.
3.1.G.13. Comprehension Skills and Response to Text: Read, comprehend, and be able to follow information gained from technical and instructional manuals (e.g., how-to books, computer manuals, or instructional manuals).
3.1.H.1. Inquiry and Research: Select appropriate electronic media for research and evaluate the quality of the information received.
3.1.H.2. Inquiry and Research: Develop materials for a portfolio that reflect a specific career choice.
3.1.H.3. Inquiry and Research: Develop increased ability to critically select works to support a research topic.
3.1.H.4. Inquiry and Research: Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals, manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading.
3.1.H.5. Inquiry and Research: Apply information gained from several sources or books on a single topic or by a single author to foster an argument, draw conclusions, or advance a position.
3.1.H.6. Inquiry and Research: Critique the validity and logic of arguments advanced in public documents, their appeal to various audiences, and the extent to which they anticipate and address reader concerns.
NJ.3.2. Writing: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.2.A.1. Writing as a Process: Engage in the full writing process by writing daily and for sustained amounts of time.
3.2.A.2. Writing as a Process: Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
3.2.A.3. Writing as a Process: Analyze and revise writing to improve style, focus and organization, coherence, clarity of thought, sophisticated word choice and sentence variety, and subtlety of meaning.
3.2.A.4. Writing as a Process: Review and edit work for spelling, usage, clarity, and fluency.
3.2.A.5. Writing as a Process: Use the computer and word-processing software to compose, revise, edit, and publish a piece.
3.2.A.6. Writing as a Process: Use a scoring rubric to evaluate and improve own writing and the writing of others.
3.2.A.7. Writing as a Process: Reflect on own writing and establish goals for growth and improvement.
3.2.B.1. Writing as a Product: Analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing.
3.2.B.2. Writing as a Product: Critique published works for authenticity and credibility.
3.2.B.3. Writing as a Product: Draft a thesis statement and support/defend it through highly developed ideas and content, organization, and paragraph development.
3.2.B.4. Writing as a Product: Write multi-paragraph, complex pieces across the curriculum using a variety of strategies to develop a central idea (e.g., cause-effect, problem/solution, hypothesis/results, rhetorical questions, parallelism).
3.2.B.5. Writing as a Product: Write a range of essays and expository pieces across the curriculum, such as persuasive, analytic, critique, or position paper.
3.2.B.6. Writing as a Product: Write a literary research paper that synthesizes and cites data using researched information and technology to support writing.
3.2.B.7. Writing as a Product: Use primary and secondary sources to provide evidence, justification, or to extend a position, and cite sources, such as periodicals, interviews, discourse, and electronic media.
3.2.B.8. Writing as a Product: Foresee readers' needs and develop interest through strategies such as using precise language, specific details, definitions, descriptions, examples, anecdotes, analogies, and humor as well as anticipating and countering concerns and arguments and advancing a position.
3.2.B.9. Writing as a Product: Provide compelling openings and strong closure to written pieces.
3.2.B.10. Writing as a Product: Employ relevant graphics to support a central idea (e.g., charts, graphic organizers, pictures, computer-generated presentation).
3.2.B.11. Writing as a Product: Use the responses of others to review content, organization, and usage for publication.
3.2.B.12. Writing as a Product: Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres.
3.2.C.1. Mechanics, Spelling, and Handwriting: Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, and spelling.
3.2.C.2. Mechanics, Spelling, and Handwriting: Demonstrate a well-developed knowledge of English syntax to express ideas in a lively and effective personal style.
3.2.C.3. Mechanics, Spelling, and Handwriting: Use subordination, coordination, apposition, and other devices effectively to indicate relationships between ideas.
3.2.C.4. Mechanics, Spelling, and Handwriting: Use transition words to reinforce a logical progression of ideas.
3.2.C.5. Mechanics, Spelling, and Handwriting: Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing.
3.2.C.6. Mechanics, Spelling, and Handwriting: Use knowledge of Standard English conventions to edit own writing and the writing of others for correctness.
3.2.C.7. Mechanics, Spelling, and Handwriting: Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.
3.2.C.8. Mechanics, Spelling, and Handwriting: Write legibly in manuscript or cursive to meet district standards.
3.2.D.1. Writing Forms, Audiences, and Purposes: Employ the most effective writing formats and strategies for the purpose and audience.
3.2.D.2. Writing Forms, Audiences, and Purposes: Demonstrate command of a variety of writing genres, such as: Persuasive essay, Personal narrative, Research report, Literary research paper, Descriptive essay, Critique, Response to literature, Parody of a particular narrative style (fable, myth, short story), Poetry.
3.2.D.3. Writing Forms, Audiences, and Purposes: Evaluate the impact of an author's decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness.
3.2.D.4. Writing Forms, Audiences, and Purposes: Apply all copyright laws to information used in written work.
3.2.D.5. Writing Forms, Audiences, and Purposes: When writing, employ structures to support the reader, such as transition words, chronology, hierarchy or sequence, and forms, such as headings and subtitles.
3.2.D.6. Writing Forms, Audiences, and Purposes: Compile and synthesize information for everyday and workplace purposes, such as job applications, resumes, business letters, and college applications.
3.2.D.7. Writing Forms, Audiences, and Purposes: Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing.
3.2.D.8. Writing Forms, Audiences, and Purposes: Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres.
NJ.3.3. Speaking: All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.3.A.1. Discussion: Support a position integrating multiple perspectives.
3.3.A.2. Discussion: Support, modify, or refute a position in small or large-group discussions.
3.3.A.3. Discussion: Assume leadership roles in student-directed discussions, projects, and forums.
3.3.A.4. Discussion: Summarize and evaluate tentative conclusions and take the initiative in moving discussions to the next stage.
3.3.B.1. Questioning (Inquiry) and Contributing: Ask prepared and follow-up questions in interviews and other discussions.
3.3.B.2. Questioning (Inquiry) and Contributing: Extend peer contributions by elaboration and illustration.
3.3.B.3. Questioning (Inquiry) and Contributing: Analyze, evaluate, and modify group processes.
3.3.B.4. Questioning (Inquiry) and Contributing: Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements.
3.3.B.5. Questioning (Inquiry) and Contributing: Question critically the position or viewpoint of an author.
3.3.B.6. Questioning (Inquiry) and Contributing: Respond to audience questions by providing clarification, illustration, definition, and elaboration.
3.3.B.7. Questioning (Inquiry) and Contributing: Participate actively in panel discussions, symposiums, and/or business meeting formats (e.g., explore a question and consider perspectives).
3.3.C.1. Word Choice: Modulate tone and clarify thoughts through word choice.
3.3.C.2. Word Choice: Improve word choice by focusing on rhetorical devices (e.g., puns, parallelism, allusion, alliteration).
3.3.D.1. Oral Presentation: Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation, dramatization, personal expression).
3.3.D.2. Oral Presentation: Use a variety of organizational strategies (e.g., focusing idea, attention getters, clinchers, repetition, transition words).
3.3.D.3. Oral Presentation: Demonstrate effective delivery strategies (e.g., eye contact, body language, volume, intonation, articulation) when speaking.
3.3.D.4. Oral Presentation: Edit drafts of speeches independently and in peer discussions.
3.3.D.5. Oral Presentation: Modify oral communications through sensing audience confusion, and make impromptu revisions in oral presentation (e.g., summarizing, restating, adding illustrations/details).
3.3.D.6. Oral Presentation: Use a rubric to self-assess and improve oral presentations.
NJ.3.4. Listening: All students will listen actively to information from a variety of sources in a variety of situations.
3.4.A.1. Active Listening: Explore and reflect on ideas while hearing and focusing attentively.
3.4.A.2. Active Listening: Listen skillfully to distinguish emotive and persuasive rhetoric.
3.4.A.3. Active Listening: Demonstrate appropriate listener response to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.
3.4.B.1. Listening Comprehension: Listen to summarize, make judgments, and evaluate.
3.4.B.2. Listening Comprehension: Evaluate the credibility of a speaker.
3.4.B.3. Listening Comprehension: Determine when propaganda and argument are used in oral forms.
3.4.B.4. Listening Comprehension: Listen and respond appropriately to a debate.
NJ.3.5. Viewing and Media Literacy: All students will access, view, evaluate, and respond to print, non print, and electronic texts and resources.
3.5.A.1. Constructing Meaning from Media: Understand that messages are representations of social reality and vary by historic time periods and parts of the world.
3.5.A.2. Constructing Meaning from Media: Identify and evaluate how a media product expresses the values of the culture that produced it.
3.5.A.3. Constructing Meaning from Media: Identify and select media forms appropriate for the viewer's purpose.
3.5.B.1. Visual and Verbal Messages: Analyze media for stereotyping (e.g., gender, ethnicity).
3.5.B.2. Visual and Verbal Messages: Compare and contrast three or more media sources.
3.5.C.1. Living with Media: Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family, and social institutions).
3.5.C.2. Living with Media: Determine influences on news media based on existing political, historical, economical, and social contexts (e.g., importance of audience feedback).
3.5.C.3. Living with Media: Recognize that creators of media and performances use a number of forms, techniques, and technologies to convey their messages.