Content Standard: C. Language and Images
Students will demonstrate an understanding of how words and images communicate.
Common Assessment(s):

Performance Indicators Students will be able to:	Essential Elements (Specific grade level learning objectives)		Suggested Performance Activities (Relating to Assessments)		Suggested Assessments	Vocabulary
1. Distinguish between and make observations about formal and informal uses of English.	Students are exposed to formal and informal uses of English in reading, writing and speaking.		Discuss the difference between formal uses of English, as in published books, and informal uses of English, as in everyday speech. Discuss the difference between speaking and writing using formal English, as when writing and giving reports or when discussing, for example, a Chewonki presentation, and informal uses of spoken and written English, as when talking to friends on the playground or writing an informal letter to a friend. Define and discuss the use of slang, and when and where it is appropriate. Discuss the difference between spoken English and written English, especially as it shows up in misconceptions about words such as gonna for going to, and hafta for have to, and wanna for want to. Discuss incorrect usage of words, such as "are" for "our", and the use of their/there/they're		Using examples from daily writing and more formal written reports,students will tell which are examples of formal and informal writing. Students and teacher can brainstorm a list of expressions which English speaking people from a different country might not understand. Some expressions might be found in books we use from other countries, as for example the expression, "he drank the lot" in the book Mr. Whisper , by Joy Cowley.	Slang Formal language/informal language Speech Speaking/writing Expressions Sentence
2. Recognize characteristic sounds and rhythms of language, including the relationship between sounds and letters.	Students will have exposure to repeated word phrases and patterns.		Read and listen to different types of stories and poems. Discuss the different sounds and rhythms of each; for example, the use of repetition in an add-on story such as The Gingerbread Man, the use of repeated phrases in stories such as The Teeny Tiny Woman, and the use of rhyming words in poetry. Resources: Try writing poetry, especially types used in Write One (pages 74-79) and pages 77-87 in Language Series Program Guide from Write Source. Some examples are couplets, ABC Poems (List Poems), Quatrains, Cinquains, and Tongue Twisters		Poems written by students. MAP Task titled "You Are a Poet! You Know It! Now Show It!" Resource: For more information see <http://www.maptasks.org>	Poem Poetry Repetition Sounds Syllables Rhythm Rhyming words Word Choice Order Details Title Tongue Twister Topic Repeated phrases
3. Make valid observations about the use of words and visual symbols.	Nouns Verbs		Reading first grade books with rebus symbols is another activity which explores this area. Discuss and begin to learn the meaning of the visual symbols used to show expression in writing, such as question marks, exclamation points, italics, and words printed in bold type. Discuss and begin to learn the difference between words which show action and a state of being (verbs) and words which name things (nouns). Begin to understand the use of words which describe things (adjectives and adverbs) and words which show the relationships between things, such as "above", "around", "under", etc. Resources: Write One, especially "Rules for Writing", pp. 27-35.		Poems, stories, and reports written by students. Also, daily writing	Rebus symbols Symbols Punctuation Periods Commas Question marks Exclamation marks or points Bold print Nouns Verbs Words which show a state of being, such as "is" and "am". Words which describe, or descriptive words