The International Academy of New York aims to achieve high, personalized standards for all students. Among other skills, the following are examples of what can be expected by the end of Nursery through Grade 3 in the core subject of literacy.
- Recognize some letters of the alphabet.
- Recognize sounds for some familiar letters of the alphabet.
- Recognize first letter, or more, of their first name.
- Communicate basic needs/ideas.
- Demonstrate print awareness.
- Choose books independently.
- Identify all upper and lower case letters.
- Develop a love of literature.
- Discuss a text using story grammar (beginning, middle, end, problem, solution), characters, and setting.
- Construct simple sentences which convey meaning.
- Use language to communicate their feelings and express their ideas and opinions.
- Use symbols/drawings to express thoughts, feelings, and ideas.
- Show beginning control of writing tools.
- Some students will use letter approximation to write short words/ideas.
- Name upper and lower case letters of the alphabet.
- Identify letters that represent sounds.
- Detect similarities and differences between sounds.
- Recognize syllables in spoken words or name (clap out pattern).
- Recall a simple story in sequence.
- Demonstrate pre-reading behaviors: analyze words from left to right, predict, use picture cues, recognize high frequency words, and utilize one-to-one correspondence by finger pointing.
- Demonstrate emergent writing skills: write name, write to convey meaning.
- Develop an identity as readers and writers. Read for meaning and express themselves through writing.
- Distinguish between fiction, nonfiction, letters, and poetry.
- Identify several features in a text, such as the characters, plot, and setting.
- Retell favorite stories.
- Comprehend basic informational texts to learn about a specific topic.
- Read and write high-frequency words.
- Write upper and lower case letters, and identify when each should be used.
- Recognize that written words are separated by spaces and that sentences end with a punctuation mark.
- Utilize several reading strategies to decode unknown words in a text.
- Use letter-sound correspondence and orthography knowledge to produce understandably spelled words.
- Engage in a writer's conference with a teacher.
- Write a persuasive letter.
- Choose a book at just-right level and read independently for 10-15 minutes.
- Write a realistic fictional story.
- Demonstrate a developing knowledge of phonics in writing (a combination of sound and accurate spelling).
- Read fluently with proper pacing, intonation, and expression.
- Use context clues and prior knowledge to understand unfamiliar texts.
- Use prewriting activities such as brainstorming, webbing, and discussion to organize ideas before beginning to write.
- Write pieces (paragraph and beyond) with a beginning, middle, and end, containing a main idea and supporting details.
- Be a confident participant and attentive listener in class discussions.
- Detect and explain inferences embedded in text in increasing more complex text.
- Identify and explain:
- Main idea
- Supporting facts
- Author’s intent
- Increase ability to read independently for purpose and pleasure for longer periods of time.
- Continue to explore a range of genres and understand what makes them different.
- Read to learn, rather than learn to read.
- Develop a writing portfolio with a range of genres represented.
- Make use of common spelling patterns, and increase number of words which are routinely spelled correctly.
- Increase understanding of age-appropriate grammatical constructs and the role they play in effective communication.
- Revise and proofread personal writing to identify areas for improvement.