ENGLISH LANGUAGE ARTS (1-6)

READING

Program Description: The elementary reading program is a literature based approach which emphasized a balance between (1) engaging, quality literature which is provided through the student anthologies, trade books, and library books and (2) shared literature-based skills instruction. It is viewed as an interactive and constructive process in which the reader uses several stragegies simultaneously. Reading instruction stresses research-based strategies for developing strong readers to enable them to apply skills throughout the content areas. Those strategies include the following:

Phonemic and phonological awareness, letter recognition, spelling patterns, spelling-sound relations, and phonics/context/structural clues are taught for independently decoding of words.

Shared reading experiences are provided in large group format with literacy support through flexible small group instruction and individual conferences. Through interactive reading students learn how to construct meaning by applying comprehension strategies as they interact with the literature, teacher, and other students. After reading, studetns reflect and respond to the literature through writing, listening, speaking, book projects, or cooperative group activities.

Themes organize the literature and provide an avenue for making connections between cultures, authors, topics, and all curriculum areas. Reading at every grade level is integrated with the content areas as well as with all the language arts areas of listening, speaking, writing, spelling, mechanics, and usage.

Program Goals: The goals of the reading program are (1) students will devlop skills necessary to read with comprehension, and (2) students will develop an appreciation of literature.

Staffing: Reading is taught to heterogeneous groups by the homeroom teacher.

Evaluation Procedures: Student evaluation in reading follows the district grading and promotion policy. Students must maintain an average of 70 or above. In addition, the minimum standards for reading must be met as described in Policy EIA (Local).

Curriculum Support:
Macmillan:A New View Reading Series (1993)
Macmillan Novels
Scott Foresman Supplementary Novels
Other Literature
Local Scope and Sequence (1993)

LANGUAGE ARTS

Program Description: The language arts curriculum is an intergrated approach with oral language and written composition as its core. Literature, writing, and thinking are linked together and stimulated through the writing process as students generate ideas, create, plan, organize, and develope fluency in the communication of their ideas for different purposes. The elementary language curriculum carries students through 8 types of writing: descriptive, story writing, directions, expository, compare and contrast, persuasive, letters and research. Grammer, mechanics, usage, spelling, and handwriting are taught and applied to the writing process when accuracy is the focus, as students proofread, rethink, revise and edit their work. The curriculum incorporates the skills of both listening and speaking as students ar provided the opportunity to work together, publish, share, and respond to the revisions and final products of each other. A writing composition curriculum guide has been written by local teachers to provide for process writing at all grade levels.

Program Goals: The major goal of the language arts program is that students will develop skills necessary to communicate effectively through language and writing.

Time: Reading and language arts are taught in an integrated block.

Staffing: Language arts is taught by the classroom teacher.

Evaluation Procedures: Students are evaluated according to the district grading and promotion policy. Written compositions are evaluated holistically based on a locally developed rubric.

Curriculm Support:
English - McGraw Hill (1990)
Handwriting - McDougle Littel (1993)
Write Program Guide (1989)
Local Scope and Sequence (1993)
WRITE II Guide (1990)

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