The group recommends having National Standards for both English Language and the Vernacular Language. If there are only National English Language Standards, it gives the impression to teachers and the community that Vernacular Language Arts is not a priority of the FSM National Government.

 

The group also recommends having clustered benchmarks in order to allow more flexibility for the States to define, in State standards, more specific grade level benchmarks that will ensure all students meet both National and State Standards.

The group agreed to have four Language Arts Standards and cluster the benchmarks in the following formats:

 

ECE-3, 4-5, 6, 7, 8, and 9-12 for general education and for those in college preparatory programs.

 

The recommendations were based on the following:

 

 

Students will become competent speakers, listeners, and viewers, constructing literal and interpretive meaning from what they hear and view, and communicating effectively for a variety of purposes and to a variety of audiences.

 

Students will demonstrate competence in reading skills and strategies to comprehend a variety of texts and media for social, academic, and career-related purposes.

 

Students will demonstrate competence in writing, applying general skills and strategies and using the writing process to communicate effectively for a variety of purposes and to a variety of audiences.

 

Students will study literature (oral and written) from their own culture as well as selected literary works from other cultures. They will develop the ability to understand other cultures and gain insights into their own, relate to others and recognize universal and unique qualities in others.

 

 

Grade 3

By the end of grade 3, students will be able to:

 

 

 

ELA.1.3.1 Respond to oral and visual communication with groups of words. (For example, students will be able to speak in phrases and sentences to describe events in a picture book.)

 

ELA.1.3.2 Follow and respond to three step instructions and directions, using verbal and non-verbal cues (For example, students will be able to follow instructions such as, ‘Open your book at page 3, find a picture of a cat and color it brown.’)

 

ELA.1.3.3 Demonstrate ability to express ideas, needs, feelings and questions orally and build vocabulary. (For example, students will be able to say why they like or dislike a story, using a wide vocabulary. They may use vocabulary building skills to modify new words to fit their needs, such as by changing ‘grateful’ to ‘ungrateful’)

 

ELA.1.3.4 Ask a range of questions to gather information, using correct question formation. (For example, students will be able to ask questions in class, such as, ‘What does ‘Once upon a time’ mean?’ or ‘Where can I find how to spell Pohnpei?)

 

 

 

ELA.2.3.1 Use a variety of grade appropriate strategies to decode high frequency words. (For example, students will know how to decode words where the medial vowel is altered by the final silent e, such as tap and tape or bit and bite)

 

ELA.2.3.2 Use pictures to build vocabulary. (For example, students will be able to correctly guess the meaning of new words by using picture clues.)

 

ELA.2.3.3 Use tools and techniques to locate information. (For example, students will be able to find words in a dictionary by using alphabetical order or find information in a book by using the index.)

 

ELA.2.3.4 Read for enjoyment a variety of grade appropriate texts. (For example, students will voluntarily choose to read a favorite story book, picture book, reference book or comic.)

 

ELA.2.3.5 Comprehend what is read orally. (For example, students will be able to read a text aloud and demonstrate their understanding by retelling or answering questions about the content.)

 

 

 

ELA.3.3.1 Use knowledge of phonics to spell common content words. (For example, students will be able to use knowledge of phonemes and English spelling conventions to spell common words.)

 

ELA.3.3.2 Illustrate an experience and write a brief description of it using sentences. (For example, students will be able to draw or retell an event and write a description in sequence, describing the setting, characters and events in detail, using correct sentence structure.)

 

ELA.3.3.3 Build vocabulary using word families. (For example, students will be able to apply common prefixes and suffixes to form the correct words in their writing, such as walk, walked and walking or lock and unlock)

 

 

 

ELA.4.3.1 Listen to a variety of literary genres and relate them to personal experiences. (For example, students will be able to listen to genres such as fairy tales, poems, fables, short stories and non-fictional accounts and describe how they remind them of their own personal experiences.)

 

ELA.4.3.2 Illustrate a part of a literary text to show understanding. (For example, students will be able to draw, paint or model, in detail, events and characters from a text and write descriptions, labels and comments)

 

 

Grade 5

By the end of grade 5, students will be able to:

 

 

 

ELA.1.5.1 Respond to oral and visual communications. (For example, students will be able to engage in conversations, discussions and debates and demonstrate understanding of plays, presentations and illustrated talks by commenting and discussing and asking and answering questions.)

 

ELA.1.5.2 Speak appropriately for different audiences and purposes. (For example, students will be able to deliver, with focused organization, clarity and accuracy, descriptions, presentations, narratives and informal talks to peers, adults and others.)

 

ELA.1.5.3 Demonstrate comprehension through retelling. (For example, students will be able to listen to and accurately recall and analyze information and convey that information to others in a logical and coherent way.)

 

ELA.1.5.4 Apply knowledge of verbal and nonverbal language to build vocabulary. (For example, students will be able to understand new vocabulary by recognizing roots (such as the root cycle meaning circle or wheel in bicycle, cyclone and cyclical) or interpreting accompanying gestures, body language and tone of voice.)

 

 

 

ELA.2.5.1 Identify a variety of word strategies to build meaning. (For example, students will be able to show how to determine meaning using context clues and knowledge of word roots, prefixes and suffixes.)

 

ELA.2.5.2 Read and respond to a variety of texts. (For example, students will be able to read a variety of texts including reports, narratives, descriptions and explanations and respond appropriately such as by demonstrating understanding or following instructions.)

 

ELA.2.5.3 Ask and answer questions at different cognitive levels. (For example, students will be able to compose and answer questions that relate to Bloom’s cognitive levels: 1. Knowledge; 2. Comprehension; 3. Application; 4. Analysis; 5. Synthesis; 6. Evaluation.)

 

ELA.2.5.4 Use appropriate strategies to analyze and summarize information. (For example, students will be able to use strategies such as critical reading and reading beyond the literal to analyze texts and use strategies such as note-taking and using graphic organizers to summarize.)

 

ELA.2.5.5 Use text structure to read with fluency. (For example, students will be able to read aloud with good expression by following the specific text structure such as line breaks and verses in a poem.)

 

ELA.2.5.6 Read a variety of level appropriate texts for a variety of purposes. (For example, students will be able to read narratives, reports, descriptions, maps, charts and graphs in order to find information, follow directions, critically analyze or for pleasure.)

 

 

 

ELA.3.5.1 Use grade appropriate pre-writing strategies before writing. (For example, students will be able to identify purpose and audience, brainstorm, plan and organize ideas and use a variety of prompts and organizers.)

 

ELA.3.5.2 Use reference materials to gather information to support writing. (For example, students will be able to use dictionaries, thesauruses, encyclopedia, non-fiction reference books and the internet to find information relevant to their writing task.)

 

ELA.3.5.3 Write for specific purposes. (For example, students will be able to write letters, reports, descriptions, accounts and narratives

that are appropriate for their purpose.)

 

ELA.3.5.4 Demonstrate writing skills by revising and editing own writing and those of others. (For example, students will be able to demonstrate the writing process skills of drafting, editing, re-drafting and publishing.)

 

 

ELA.4.5.1 Read, listen to or view a variety of children’s literature and retell it to peers. (For example, students will be able to read, listen to or view stories, poetry, dramas and other forms of literature and retell with sufficient detail.)

 

ELA.4.52 Discuss the moral of a story or piece of literature and compare it to their own cultural values. (For example, students will be able to state their point of view and participate in discussions.)

 

ELA.4.5.3 Illustrate the sequence of key events in a story. (For example, students will be able to identify and sequence elements of plot such as problem, conflict, crisis, climax and resolution.)

 

ELA.4.5.4 Describe the characteristics of a variety of genres. (For example, students will be able to describe the differences between poetry, legend and non-fiction.)

 

ELA.4.5.5 Demonstrate comprehension through oral retelling of a simple story, paraphrasing and summarizing orally.

 

Grade 6

By the end of grade 6, students will be able to:

 

 

ELA.1.6.1 Listen and critically respond to oral and visual communication. (For example, students will be able to draw conclusions and comment critically on speeches, reports and dramas.)

 

ELA.1.6.2 Interact in conversations and discussions of medium complexity. (For example, students will be able to participate in paired and group discussions.)

 

ELA.1.6.3 Deliver oral presentations on topics of medium complexity. (For example, students will be able to explain, recount, describe and demonstrate.)

 

ELA.1.6.4 Listen to and use a range of vocabulary to describe or explain something from the local environment.

 

 

 

ELA.2.6.1 Identify and use a variety of word strategies to build meaning. (For example, students will be able to determine meaning using context clues and knowledge of word roots, prefixes, suffixes, synonyms and antonyms.)

 

ELA.2.6.2 Apply a variety of strategies to build comprehension. (For example, students will be able to activate prior knowledge, predict, visualize and analyze text.)

 

ELA.2.6.3 Use reference materials to gather information. (For example, students will be able to locate information from library and internet resources.)

 

ELA.2.6.4 Locate and use features of textbooks such as chapter titles, sub-headings and chapter summaries, to summarize, compare, contrast and draw conclusions.

 

ELA.2.6.5 Read a variety of grade appropriate texts for a variety of purposes. (For example, students will be able to read narratives, reports, descriptions, maps, charts and graphs in order to

solve problem, find information, follow directions, critically analyze or for pleasure.)

 

 

 

ELA.3.6.1 Use grade appropriate strategies in the writing process. (For example, students will be able to identify purpose and audience, brainstorm, plan and organize ideas.)

 

ELA.3.6.2 Use reference materials to summarize, paraphrase and take notes. (For example, students will be able to process relevant information from textbooks, magazines and newspapers and write summaries.)

 

ELA.3.6.3 Write for a specific purpose and audience using correct sentence structure and grammatical conventions.

 

 

ELA.4.6.1 Compare and contrast different forms of literature. (For example, students will be able to write book reviews for a range of genres.)

 

ELA.4.6.2 Demonstrate understanding of a character’s behavior and attitudes. (For example, students will be able to explain a character’s actions, motives and traits.)

 

ELA.4.6.3 Write and present a piece of narrative of medium complexity that relates to familiar objects, events, experiences and themes.

 

Grade 7

By the end of grade 7, students will be able to:

 

 

ELA.1.7.1 Listen, view, and respond to oral and visual communications. (For example, students will be able to identify a speaker’s purpose and distinguish between fact and opinion.)

 

ELA.1.7.2 Speak appropriately for different purposes and audiences. (For example, students will be able to report to peers and talk to a community group or parents at a school event.)

 

ELA.1.7.3 Demonstrate comprehension through recounting, paraphrasing and summarizing orally.

 

ELA.1.7.4 Make presentations on topics of medium complexity. (For example, students will be able to express opinions and discuss the probability of future events.)

 

 

ELA.2.7.1 Use a variety of grade appropriate strategies to build word meaning. (For example, students will be able to determine meaning using context clues and knowledge of word roots, prefixes, suffixes, synonyms, antonyms and homonyms.)

 

ELA.2.7.2 Use a variety of strategies to build comprehension. (For example, students will be able to activate prior knowledge, predict, visualize and analyze text, distinguish between literal and figurative meaning and identify main ideas and significant details.)

 

ELA.2.7.3 Combine ideas from different reading sources to form judgments and opinions.

 

ELA.2.7.4 Read a variety of grade appropriate texts and materials. (For example, students will be able to read navigation charts, lunar calendars, newspapers, magazines and internet pages.)

 

 

 

ELA.3.7.1 Use grade appropriate strategies to organize thoughts before writing. (For example, students will be able to identify purpose and audience, brainstorm, plan and organize ideas and produce concept maps.)

 

ELA.3.7.2 Identify and use prewriting strategies to help in the writing process. (For example, students will be able to brainstorm, plan and organize ideas and produce outlines.)

 

ELA.3.7.3 Apply writing process skills and strategies to compose a piece of writing that builds vocabulary. (For example, students will be able to edit and revise using dictionaries and thesauruses to improve vocabulary.)

 

ELA.3.7.4 Use reference materials to take notes.

 

 

 

ELA.4.7.1 Listen to, read or view and respond to a variety of grade appropriate genres. (For example, students will be able to critically analyze genres such as poems, dramas, fables, myths, legends, science-fiction and biographies.)

 

ELA.4.7.2 Describe the effect and function of common types of figurative language. (For example, students will be able to describe the impact of simile, metaphor, personification, imagery, hyperbole, alliteration and onomatopoeia.)

 

ELA.4.7.3 Describe the cultural differences between a piece of literary text of medium complexity and personal experience.

 

ELA.4.7.4 Write and present different forms of literary works of medium complexity. (For example, students will be able to write plays, songs, poems, myths and legends.)

 

 

Grade 8

By the end of grade 8, students will be able to:

 

 

ELA.1.8.1 Listen, view and respond to oral and visual communication. (For example, students will be able to summarize, analyze, interpret, evaluate and criticize.)

 

ELA.1.8.2 Debate topics of medium complexity.

 

ELA.1.8.3 Evaluate personal effectiveness in group discussions and make corrections as necessary. (For example, students will be able to conduct a self-evaluation using criteria or rubrics.)

 

ELA.1.8.4 Obtain information and maintain exchange by oral questioning and comment on complex topics. (For example, students will be able to conduct questionnaires, surveys or interviews and present, explain and debate complex topics.)

 

 

ELA.2.8.1 Identify and use a variety of strategies to extend word meaning. (For example, students will be able to correctly apply prefixes and suffixes in order to adapt words for different purposes.)

 

ELA.2.8.2 Build comprehension of texts.

(For example, students will be able to ask questions, predict, identify main ideas and supporting details, analyze, summarize and draw logical conclusions.)

 

ELA.2.8.3 Read a variety of printed and media materials for different purposes and discuss opinion of what was read.

 

 

 

ELA.3.8.1 Use grade appropriate strategies to organize thoughts before writing. (For example, students will be able to identify topics, purpose and audience brainstorm and use concept maps and other organizers.)

 

ELA.3.8.2 Demonstrate competence in writing, using correct grammatical and mechanical conventions of composition appropriate to the purpose for writing. (For example, students will be able to write well-organized and correct research reports, persuasive texts, descriptions and letters that meet their purpose.)

 

ELA.3.8.3 Use reference materials to research and report. (For example, students will be able to use dictionaries, encyclopedia, newspapers, thesauruses, computers and the internet.)

 

 

 

ELA.4.8.1 Listen to, read or view and respond to a narrative or poem. (For example, students will be able to make a written or oral review of a reading or theatre performance.)

 

ELA.4.8.2 Recognize and identify the complex elements of plot. (For example, students will be able to recognize and identify foreshadowing (the writer’s use of hints or clues about what will happen next) inciting forces (the event that triggers conflict) conflict, crisis, climax and resolution.)

 

ELA.4.8.3 Dramatize, record and write about the effects of culture and historical periods on literature and vice-versa.

 

ELA.4.8.4 Write and present an analysis that shows the cultural differences between a piece of complex literary text and personal experiences.

 

ELA.4.8.5 Apply knowledge of literal and figurative meanings to build vocabulary. (For example, students will be able to interpret metaphor and allegory to enhance their written vocabulary.)

 

 

 

By the end of high school, all students will:

 

ELA.hs.1 Use new grade-appropriate vocabulary, including content area vocabulary, learned through reading and word study.

 

ELA.hs.2 Read to acquire knowledge and skills to function appropriately in daily life.

 

ELA.hs.3 Use a variety of strategies and skills to independently conduct research and write a three to five-page paper on a topic of interest.

 

ELA.hs.4 Analyze and evaluate context to see how the author’s message was influenced by real-life situations in society and culture.

 

ELA.hs.5 Demonstrate understanding of those factors that commonly affect the use of language, such as gender, social class, family relationships and ethnicity.

 

ELA.hs.6 Compare history, form (discourse, word order, grammar), function (purpose, text type, genre), and value of the vernacular language and that of the English language, depending upon States’ policies.

 

ELA.hs.7 Write a composition that demonstrates effective use of descriptive language to clarify and enhance meaning and ideas. (For example, make effective use of adjectives, adverbs, similes and metaphors)

 

ELA.hs.8 Write with a good command of grammar and mechanical conventions appropriate to high school level.

 

ELA.hs.9 Use peer-coaching strategies to proof read and improve on the writing of final drafts.

 

ELA.hs.10 Ask questions as a way to broaden and enrich learning.

 

ELA.hs.11 Apply skills to participate in real life situations.

 

ELA.hs.12 View a presentation or show, recall important information and critique from a variety of perspectives including cultural.

 

ELA.hs.13 Evaluate personal effectiveness in group discussions and make adjustments as necessary to improve.

 

ELA.hs.14 Use active listening skills to stay engaged and understand what others are saying.

 

ELA.hs.15 Speak appropriately for different purposes and audiences, summarize and critically respond to alternative perspectives on social

 

 

In addition to the benchmarks for all students, students who are in the college preparatory programs should meet relevant benchmarks. “^ese are best measured by end of course assessments.

 

Use new grade-appropriate vocabulary, including higher level content area vocabulary, needed to understand classical literature.

 

Read to experience a variety of literature, acquire knowledge and learn new skills.

Effectively use reading strategies such as skimming, scanning and using context clues to find written and implied meanings and confirm predictions.

 

Use a variety of skills and strategies to independently gather information from different sources as part of a research project.

 

Write a research paper on a given topic, using primary and secondary sources and including an introduction, literature review with citations, research method and summary.

 

Write a variety of compositions, such as descriptive, expository, informative or argumentative, that demonstrate effective use of language to clarify and enhance meaning and ideas.

 

Write with a good command of grammar and mechanical conventions appropriate for students preparing to enter college.

Ask higher level, probing questions that elicit synthesis and evaluation as a way to broaden and enrich learning.

 

View a presentation or show, recall important information, critique from a variety of perspectives and develop high quality presentations.

 

Use active listening skills to understand what others are saying and stay engaged, ask meaningful questions and summarize what has been heard.

 

Speak appropriately for different purposes and audiences, such as an address, debate or other oral presentation, presenting coherent arguments and critiques.