Developing these abilities is a lengthy and challenging process for many children, not only those with learning disabilities.
Print this page The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document. As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity these capacities of the literate individual.
Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information.
Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.
They build strong content knowledge. Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance.
They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking.
They respond to the varying demands of audience, task, purpose, and discipline. Students adapt their communication in relation to audience, task, purpose, and discipline.
They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning.
They also know that different disciplines call for different types of evidence e. They comprehend as well as critique.
Students are engaged and open-minded—but discerning—readers and listeners. Students cite specific evidence when offering an oral or written interpretation of a text. They use technology and digital media strategically and capably. Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use.
They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.
They come to understand other perspectives and cultures.The assessment program includes customized summative criterion-referenced tests at the elementary, middle, and high school levels. In addition, Georgia participates in the National Assessment of Educational Progress in grades 4, 8 and Background Information and National Standards for Assessment There are many reasons why children undergo assessments; among these is the desire to know how well children are learning, if they are making progress and meeting proficiency benchmarks, and if they are being taught effectively.
vii A Guide to Effective Instruction in Writing, Kindergarten to Grade 3, is designed to provide classroom teachers of Kindergarten to Grade 3 with practical approaches and resources for delivering an effective writing program.
Teaching and Assessment Tools Kindergarten Learning Project Use these field-developed and tested teaching and assessment materials to measure children's learning . Kindergarten is a pivotal year for young writers. Kindergarteners learn the alphabet and use it to form their first short words.
Our kindergarten writing worksheets allow your young scholar to practice writing letters, sight words, and short sentences. Visual tracing and writing exercises will. Jordan Psychological Assessment Center provides psychological and psychoeducational assessments for children, adolescents and adults.
Evaluations typically include initial interviews followed by individual testing.