Language Arts Kindergarten

EAST LONGMEADOW PUBLIC SCHOOLS
2006 - 2007 DISTRICT CURRICULUM GUIDES

Language Arts - Kindergarten

Language Arts

The Massachusetts English Language Arts Curriculum Framework is designed to guide local school district personnel in the development of effective English language arts curricula. Learning in English language arts is recursive. That is, students at every grade level apply similar language skills and concepts as they use increasingly more complex materials. In this way, students build upon and refine their knowledge, gaining sophistication and independence as they grow. Language, Reading and Literature, Composition, and Media are interdependent. Each strand intertwines with and supports the others. Students might at any time read and write, view and discuss, or interpret and perform in order to understand and communicate meaning. Thus, at all grade levels, effective English language arts curriculum units weave together skills and concepts from several strands to support student learning.

Kindergarten

The Massachusetts English Language Arts Curriculum Framework provides learning standards for students in kindergarten.

Genres

The Genres Unit includes identifying and comparing key characteristics of literary genres, as designated by a work's subject, theme, style, and time period. Some examples of genres are science fiction, poetry, drama, British literature, and multicultural literature.

Genre: Myths/Narratives/Literature
The learner will be able to recognize, examine, and use knowledge of themes, structure, and elements of myths, traditional narratives, and classical literature and offer textual evidence to support understanding.

Strand	Scope	Source
Genre	Master	MA: Curriculum Framework, 2001, Kindergarten, 16

Drama: Theme/Structure/Elements
The learner will be able to recognize, analyze, and use knowledge of themes, structure, and elements of drama and offer textual evidence to support understanding.

Strand	Scope	Source
Drama	Master	MA: Curriculum Framework, 2001, Kindergarten, 17

Drama: Readings/Recitations/Performances
The learner will be able to plan and present dramatic readings, recitations, and performances that show appropriate consideration of audience and purpose.

Strand	Scope	Source
Drama	Master	MA: Curriculum Framework, 2001, Kindergarten, 18

Word Choice: Senses/Imagery/Mood
The learner will be able to recognize and examine how author's word choice appeals to the senses, creates imagery, suggests mood, and sets tone and provide textual evidence to support understanding.

Strand	Scope	Source
Poetry: Sound/Form	Master	MA: Curriculum Framework, 2001, Kindergarten, 15

Nonfiction: Purpose/Structure/Elements
The learner will be able to recognize, analyze, and apply knowledge of purpose, structure, and elements of nonfiction or informational materials and provide evidence from the text to support their comprehension.

Strand	Scope	Source
Nonfiction	Master	MA: Curriculum Framework, 2001, Kindergarten, 13

Poetry: Structure/Identify
The learner will be able to identify the structure of poetry.

Strand	Scope	Source
Poetry	Master	MA: Curriculum Framework, 2001, Kindergarten, 14

Poetry: Structure/Apply
The learner will be able to apply knowledge of structural elements of poems.

Strand	Scope	Source
Poetry: Sound/Form	Master	MA: Curriculum Framework, 2001, Kindergarten, 14

Poetry: Structure/Analyze
The learner will be able to analyze structural elements of poems.

Strand	Scope	Source
Poetry: Sound/Form	Master	MA: Curriculum Framework, 2001, Kindergarten, 14

Poetry: Theme/Identify
The learner will be able to identify the theme of a given poem.

Strand	Scope	Source
Poetry: Story Elements	Master	MA: Curriculum Framework, 2001, Kindergarten, 14

Poetry: Theme/Apply
The learner will be able to apply knowledge of theme in a poem.

Strand	Scope	Source
Poetry: Story Elements	Master	MA: Curriculum Framework, 2001, Kindergarten, 14

Characteristics: Identify
The learner will be able to identify key characteristics of genres.

Strand	Scope	Source
Genre: Characteristics	Master	MA: Curriculum Framework, 2001, Kindergarten, 10

Characteristics: Knowledge/Use
The learner will be able to use his/her knowledge of the characteristics for a variety of different texts.

Strand	Scope	Source
Genre: Characteristics	Master	MA: Curriculum Framework, 2001, Kindergarten, 10

Analyze: Characteristics
The learner will be able to analyze key characteristics of a variety of genres.

Strand	Scope	Source
Genre: Analyze	Master	MA: Curriculum Framework, 2001, Kindergarten, 10

Elements: Identify
The learner will be able to identify poetic elements.

Strand	Scope	Source
Poetry: Elements	Master	MA: Curriculum Framework, 2001, Kindergarten, 14

Elements: Knowledge/Apply
The learner will be able to apply knowledge of poetic elements.

Strand	Scope	Source
Poetry: Elements	Master	MA: Curriculum Framework, 2001, Kindergarten, 14

Elements: Analyze
The learner will be able to analyze the poetic elements within a poem.

Strand	Scope	Source
Poetry: Elements	Master	MA: Curriculum Framework, 2001, Kindergarten, 14

Analyze: Theme
The learner will be able to analyze the theme in a poem.

Strand	Scope	Source
Poetry: Analyze Story Elements	Master	MA: Curriculum Framework, 2001, Kindergarten, 14

Language Arts Processes

Language Arts Processes is an integrated language arts unit. It addresses multiple processes: reading, writing, speaking, listening, viewing, and representing. This unit includes language processes used in real-world, career, and other settings as well as traditional school settings. Language Arts Processes also deals with multiple forms of text: written, oral, and visual.

Communication: Oracy/Language
The learner will be able to use general and specific language to describe ordinary objects and events.

Strand	Scope	Source
Communication: Oracy	Master	MA: Curriculum Framework, 2001, Kindergarten, 4.2

Language Expressions

The Language Expressions Unit focuses on language conventions, structure, usage, and language study. It also addresses parts of speech, figures of speech, syntax, paragraph and sentence structure, word agreement, modifiers, and grammar.

Expression: Standard English/Grammar
The learner will be able to examine the role of Standard English grammar and usage and identify how its vocabulary has developed and been influenced by other languages.

Strand	Scope	Source
Language Expression	Master	MA: Curriculum Framework, 2001, Kindergarten, 5

Conventions: Standard English
The learner will be able to demonstrate appropriate use of Standard English in writing.

Strand	Scope	Source
Language Conventions	Master	MA: Curriculum Framework, 2001, Kindergarten, 22

Formal/Informal: Describe/Role
The learner will be able to describe the role of Standard English in informal communication.

Strand	Scope	Source
Language Conventions: Formal/Informal	Master	MA: Curriculum Framework, 2001, Kindergarten, 6

Formal/Informal: Describe/Role
The learner will be able to describe the role of Standard English in formal communication.

Strand	Scope	Source
Language Conventions: Formal/Informal	Master	MA: Curriculum Framework, 2001, Kindergarten, 6

Formal/Informal: Analyze/Role/Informal
The learner will be able to analyze the role of Standard English in informal communication.

Strand	Scope	Source
Language Conventions: Formal/Informal	Master	MA: Curriculum Framework, 2001, Kindergarten, 6

Formal/Informal: Analyze/Role/Formal
The learner will be able to analyze the role of Standard English in formal communication.

Strand	Scope	Source
Language Conventions: Formal/Informal	Master	MA: Curriculum Framework, 2001, Kindergarten, 6

Media

The Media Unit includes the study of information and entertainment communications. Topics include: advertising, art, journalism, film, and media messages, forms and productions.

Media: Conventions/Elements/Techniques
The learner will be able to recognize, analyze, and use knowledge of the conventions, elements, and techniques of film, radio, video, television, multimedia productions, the Internet, and emergent technologies, and produce evidence from the works to support his or her understanding.

Strand	Scope	Source
Media	Master	MA: Curriculum Framework, 2001, Kindergarten, 26

Media Production: Plan/Create/Idea
The learner will be able to plan and create media productions with a controlling idea, detail, and consideration of audience, purpose, and medium.

Strand	Scope	Source
Media Production	Master	MA: Curriculum Framework, 2001, Kindergarten, 27

Reading Operations

The Reading Operations Unit includes constructing meaning from fiction and non-fiction selections at comprehension, application, analysis, synthesis, and judgment levels of understanding. It includes skills which address identifying, discussing, and comparing both concrete and abstract elements of selections (setting, plot, characterization, genre, historical period, theme, tone, moral message, and psychological and political implications).

Strategies: Connect/Contemporary
The learner will be able to strengthen his or her understanding of literary or non-literary works by connecting it to its contemporary or historical context.

Strand	Scope	Source
Reading Strategies	Master	MA: Curriculum Framework, 2001, Kindergarten, 9

Emergent Reading: Nature/Comprehend
The learner will be able to comprehend the nature of written English.

Strand	Scope	Source
Emergent Reading	Master	MA: Curriculum Framework, 2001, Kindergarten, 7

Structure: Recognize/Analyze/Apply
The learner will be able to recognize, analyze, and apply his/her knowledge of the structure and elements in fictional material and support his/her answers with evidence from the text.

Strand	Scope	Source
Structure	Master	MA: Curriculum Framework, 2001, Kindergarten, 12

Reading Behaviors: Handling Books
The learner will be able to handle books and other literary materials responsibly.

Strand	Scope	Source
Reading Behaviors	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.1

Letter: Relationship/Letter/Sound/Oral
The learner will be able to comprehend the relationship of letters and spelling patterns to the sounds of oral language.

Strand	Scope	Source
Emergent Reading: Letter	Master	MA: Curriculum Framework, 2001, Kindergarten, 7

Emergent Reading: Features/Demonstrate
The learner will be able to demonstrate comprehension of the features of written English.

Strand	Scope	Source
Emergent Reading: Conventions	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.1

Main Idea: Identify
The learner will be able to identify main ideas from reading passages.

Strand	Scope	Source
Main Idea	Master	MA: Curriculum Framework, 2001, Kindergarten, 8

Predict Content: Text Features
The learner will be able to use text features to predict the content in reading materials.

Strand	Scope	Source
Predicting	Master	MA: Curriculum Framework, 2001, Kindergarten, 8.4

Predict Outcome: Picture
The learner will be able to predict outcomes from a given picture.

Strand	Scope	Source
Predicting	Master	MA: Curriculum Framework, 2001, Kindergarten, 8.1

Character: Questions/Ask
The learner will be able to ask questions about characters.

Strand	Scope	Source
Character	Master	MA: Curriculum Framework, 2001, Kindergarten, 8.3

Theme: Identify/Support From Text
The learner will be able to identify themes as they occur in literature and give supporting evidence from the text.

Strand	Scope	Source
Themes	Master	MA: Curriculum Framework, 2001, Kindergarten, 11

Theme: Apply/Support From Text
The learner will be able to apply themes as they occur in literature and give supporting evidence from the text.

Strand	Scope	Source
Themes	Master	MA: Curriculum Framework, 2001, Kindergarten, 11

Strategies: Vocabulary/Using
The learner will be able to use vocabulary to understand what is read.

Strand	Scope	Source
Reading Strategies	Master	MA: Curriculum Framework, 2001, Kindergarten, 4

Purposes: Answer Questions
The learner will be able to read to locate information necessary to answer a question.

Strand	Scope	Source
Reading Purposes	Master	MA: Curriculum Framework, 2001, Kindergarten, 24

Setting: Questions/Ask
The learner will be able to ask questions about setting.

Strand	Scope	Source
Setting	Master	MA: Curriculum Framework, 2001, Kindergarten, 8.3

Plot: Questions/Ask
The learner will be able to ask questions about events in a story.

Strand	Scope	Source
Plot	Master	MA: Curriculum Framework, 2001, Kindergarten, 8.3

Interpretation: Facts/Main Ideas/Apply
The learner will be able to apply facts and main ideas as the basis for interpretation.

Strand	Scope	Source
Interpretation	Master	MA: Curriculum Framework, 2001, Kindergarten, 8

Support: Structure/Poem
The learner will be able to use examples from the text to support his/her understanding of structure in a poem.

Strand	Scope	Source
Support	Master	MA: Curriculum Framework, 2001, Kindergarten, 14

Support: Elements/Poem
The learner will be able to use examples from the text to support his/her understanding of the elements of a poem.

Strand	Scope	Source
Support	Master	MA: Curriculum Framework, 2001, Kindergarten, 14

Support: Theme/Poem
The learner will be able to use examples from the text to support his/her understanding of the theme of a poem.

Strand	Scope	Source
Support	Master	MA: Curriculum Framework, 2001, Kindergarten, 14

Support: Predictions/Information/Find
The learner will be able to find information in text to support predictions.

Strand	Scope	Source
Support	Master	MA: Curriculum Framework, 2001, Kindergarten, 8.1

Emergent Reading: Information/Recognize
The learner will be able to recognize that print materials contain information or entertainment.

Strand	Scope	Source
Emergent Reading	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.1

Emergent Reading: Space Between Words
The learner will be able to comprehend that spaces separate written words.

Strand	Scope	Source
Emergent Reading	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.1

Emergent Reading: Relationship/Decode
The learner will be able to use knowledge of letter/sound relationships to decode words in context.

Strand	Scope	Source
Emergent Reading	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.3

Word: Left-to-Right/Understand
The learner will be able to understand that print moves from left-to-right across the page.

Strand	Scope	Source
Emergent Reading: Word	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.1

Word: Top-to-Bottom/Understand
The learner will be able to understand that print moves from top-to-bottom across the page.

Strand	Scope	Source
Emergent Reading: Word	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.1

Evaluating: Value/Informational
The learner will be able to evaluate text for informational value.

Strand	Scope	Source
Evaluating	Master	MA: Curriculum Framework, 2001, Kindergarten, 24

Prior Knowledge: Predict Content
The learner will be able to use prior knowledge to predict content.

Strand	Scope	Source
Prior Knowledge	Master	MA: Curriculum Framework, 2001, Kindergarten, 8.1, 8.4

Response: Facts/Retell
The learner will be able to retell facts in the text to clarify ideas.

Strand	Scope	Source
Reading Responses: General	Master	MA: Curriculum Framework, 2001, Kindergarten, 8.5

Analyzing: Value/Informational
The learner will be able to analyze text for informational value.

Strand	Scope	Source
Analyzing	Master	MA: Curriculum Framework, 2001, Kindergarten, 24

Letters: Identify
The learner will be able to identify letters of the alphabet.

Strand	Scope	Source
Emergent Reading: Letter	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.3

Letters: Upper Case/Identify
The learner will be able to identify upper case letters.

Strand	Scope	Source
Emergent Reading: Letter	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.1

Letters: Lower Case/Identify
The learner will be able to identify lower case letters.

Strand	Scope	Source
Emergent Reading: Letter	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.1

Emergent Reading: Turn/Front/Back
The learner will be able to turn pages, starting at the front and moving toward the back.

Strand	Scope	Source
Emergent Reading: Conventions	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.1

Sentence: Words/Separate
The learner will be able to identify that sentences are made up of separate words.

Strand	Scope	Source
Emergent Reading: Number/Sentence/Symbol	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.1

Fact: Reading Material/Identify
The learner will be able to identify basic facts in what he/she has read.

Strand	Scope	Source
Fact	Master	MA: Curriculum Framework, 2001, Kindergarten, 8

Retell: Important/Events
The learner will be able to retell the important events of a story.

Strand	Scope	Source
Reading Responses: Retell	Master	MA: Curriculum Framework, 2001, Kindergarten, 8.2

Analyze: Support
The learner will be able to analyze themes as they occur in literature and give supporting evidence from the text.

Strand	Scope	Source
Themes: Analyze	Master	MA: Curriculum Framework, 2001, Kindergarten, 11

Speaking

The Speaking Unit focuses on techniques and strategies (voice modulation, body language, ordering of ideas, visual aids, etc.) to convey meaning and to present information and opinions to groups. This unit includes formal and informal communication, debate skills, and verbal/nonverbal communication.

Formal/Informal: Situation
The learner will be able to use appropriate formal/informal language for a given situation.

Strand	Scope	Source
Communication: Formal/Informal	Master	MA: Curriculum Framework, 2001, Kindergarten, 6

Strategies: Questions/Ideas/Information
The learner will be able to ask questions, listen to others' ideas, and contribute his or her own ideas or information in group discussions or interviews as a way of acquiring new knowledge.

Strand	Scope	Source
Speaking Strategies	Master	MA: Curriculum Framework, 2001, Kindergarten, 2

Formal: Audience/Purpose/Create/Deliver
The learner will be able to create and deliver formal presentations appropriate to specific audiences and purposes.

Strand	Scope	Source
Communication: Formal	Master	MA: Curriculum Framework, 2001, Kindergarten, 3

Pronunciation: Rhyme
The learner will be able to orally produce rhyming words.

Strand	Scope	Source
Pronunciation	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.2

Story: Tell
The learner will be able to tell stories.

Strand	Scope	Source
Story	Master	MA: Curriculum Framework, 2001, Kindergarten, 19.2

Story: Sequence
The learner will be able to relate a story sequence orally.

Strand	Scope	Source
Story	Master	MA: Curriculum Framework, 2001, Kindergarten, 19.2

Discussion: Informal/Large Group
The learner will be able to follow guidelines for informal discussions in large groups.

Strand	Scope	Source
Discussion/Conversation	Master	MA: Curriculum Framework, 2001, Kindergarten, 1

Discussion: Informal/Small Group
The learner will be able to follow guidelines for informal discussions in small groups.

Strand	Scope	Source
Discussion/Conversation	Master	MA: Curriculum Framework, 2001, Kindergarten, 1

Discussion: Formal/Large Group
The learner will be able to follow guidelines for formal discussions in large groups.

Strand	Scope	Source
Discussion/Conversation	Master	MA: Curriculum Framework, 2001, Kindergarten, 1

Discussion: Formal/Small Group
The learner will be able to follow guidelines for formal discussions in small groups.

Strand	Scope	Source
Discussion/Conversation	Master	MA: Curriculum Framework, 2001, Kindergarten, 1

Strategies: Phonemes/Use/Change
The learner will be able to use and change phonemes when speaking.

Strand	Scope	Source
Speaking Strategies	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.2

General: Information/Consideration
The learner will be able to give a presentation with appropriate consideration to the information being conveyed.

Strand	Scope	Source
Presentation: General	Master	MA: Curriculum Framework, 2001, Kindergarten, 3

Skills: Facts/Important/Retell
The learner will be able to retell important facts from auditory materials.

Strand	Scope	Source
Communication Skills	Master	MA: Curriculum Framework, 2001, Kindergarten, 8.5

Retell: Important Event/Story
The learner will be able to retell an important event of an orally read story.

Strand	Scope	Source
Story: Retell	Master	MA: Curriculum Framework, 2001, Kindergarten, 8.2

Study and Research Skills

The Study and Research Skills Unit includes developing organization and research skills needed to find appropriate resources, to judge resources as relevant or not relevant to a given topic, to categorize and synthesize information, to take notes in class, and to study for exams.

Organizing Information: Using
The learner will be able to obtain and use information from a variety of sources for different purposes.

Strand	Scope	Source
Organization	Master	MA: Curriculum Framework, 2001, Kindergarten, 24

Book Parts: Front/Recognize
The learner will be able to recognize the front of a book.

Strand	Scope	Source
Book Parts	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.1

Title Page: Identify
The learner will be able to identify the title page of a book.

Strand	Scope	Source
Title Page	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.1

Vocabulary

The Vocabulary Unit includes studying and applying knowledge of word structure (bases and affixes), concrete analogies, synonyms, antonyms, and syllables. It also includes applying knowledge of connotation, denotation and words with multiple levels of meaning.

Expand: Vocabulary
The learner will be able to expand his/her vocabulary.

Strand	Scope	Source
Vocabulary: Expand/Build	Master	MA: Curriculum Framework, 2001, Kindergarten, 4

Vocabulary: Read/Identify/Understand
The learner will be able to read, identify, and understand grade specific vocabulary words.

Strand	Scope	Source
Vocabulary	Master	MA: Curriculum Framework, 2001, Kindergarten, 4

High Frequency Words: Identify/Sort
The learner will be able to identify and sort common words from basic categories.

Strand	Scope	Source
High Frequency/Common	Master	MA: Curriculum Framework, 2001, Kindergarten, 4.1

Syllabication: Comprehend/One/More
The learner will be able to comprehend that words are comprised of one or more syllables.

Strand	Scope	Source
Syllabication	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.2

Word Rhymes
The learner will be able to identify rhyming words.

Strand	Scope	Source
Sound	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.2

Writing: Use/Expand
The learner will be able to use an expanded vocabulary when writing.

Strand	Scope	Source
Vocabulary: Writing	Master	MA: Curriculum Framework, 2001, Kindergarten, 4

Word Analysis

The Word Analysis Unit focuses on examining word structure and sound. It includes topics such as consonants, vowels, rhyming, and word building.

Sounds: Knowledge/Use
The learner will be able to utilize knowledge of letters and the sounds they are associated with to determine unfamiliar words independently.

Strand	Scope	Source
Letters: Sounds	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.3

Final Sound: Identify
The learner will be able to identify the final sound of a word.

Strand	Scope	Source
Final Sound	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.2

Initial Sound: Identify
The learner will be able to identify the initial sound of a word.

Strand	Scope	Source
Initial Sound	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.2

Letters: Alphabet/Name
The learner will be able to name all letters of the alphabet.

Strand	Scope	Source
Letters	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.3

Word: Letters
The learner will be able to comprehend that words are made up of specific sequences of letters.

Strand	Scope	Source
Word	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.3

Word: Sounds/Blend
The learner will be able to blend sounds to make words.

Strand	Scope	Source
Word	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.2

Phonetic Clues: Sound/Phoneme
The learner will be able to comprehend that a sound is a phoneme.

Strand	Scope	Source
Phonetic Clues	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.2

Phonetic Clues: Phoneme/Differentiate
The learner will be able to track and represent similar and/or different phonemes presented in isolation.

Strand	Scope	Source
Phonetic Clues	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.2

Interior: Identify
The learner will be able to identify the interior sound of a word.

Strand	Scope	Source
Interior	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.2

Sounds: Relationship/Understand
The learner will be able to understand the relationship between letters and their sounds.

Strand	Scope	Source
Letters: Sounds	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.3, 7.3

Sound: Relationship/Meaning/Apply
The learner will be able to apply letter-sound relationship to determine meaning.

Strand	Scope	Source
Letters: Sounds	Master	MA: Curriculum Framework, 2001, Kindergarten, 7.3

Writing

The Writing Unit focuses on each stage of the writing process: prewriting, writing, revising, and publishing. It includes skills covering a variety of organizational formats and purposes for writing (communicating ideas, opinions, and feelings, clarifying thoughts, and solving problems). Some example writing formats are expository, narrative, poetry, and drama.

Revise: Improvement/Demonstrate/Content
The learner will be able to show improvement in organization, content, paragraph development, level of detail, style, tone, and word choice after revision.

Strand	Scope	Source
Revising	Master	MA: Curriculum Framework, 2001, Kindergarten, 21

Purposes: Variety
The learner will be able to write for a variety of purposes.

Strand	Scope	Source
Writing Purposes	Master	MA: Curriculum Framework, 2001, Kindergarten, 20

Audience: Variety
The learner will be able to write for a variety of audiences.

Strand	Scope	Source
Audience	Master	MA: Curriculum Framework, 2001, Kindergarten, 20

Criteria: Rhetorical/Logical/Stylistic
The learner will be able to create and use rhetorical, logical, and stylistic criteria for evaluating final versions of his or her compositions or research projects before presenting them to a variety of audiences.

Strand	Scope	Source
Evaluating Writing: Criteria	Master	MA: Curriculum Framework, 2001, Kindergarten, 25