Reading & Writing

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Philosophy

An effective language arts curriculum will:

  1. Develop thinking and language together through interactive learning.
  2. Develop children’s oral language and early literacy through appropriately challenging learning.
  3. Draws on literature from many genres, time periods, and cultures.
  4. Emphasizes writing as an essential way to develop, clarify, and communicate ideas in persuasive, expository, literary, and expressive discourse.
  5. Provides for literacy in all forms of media. (i.e. Computers, the Internet, television, film, videos, and radio)
  6. Embeds skills instruction in meaningful learning.
  7. Teaches the strategies necessary for acquiring academic knowledge, achieving common academic standards, and attaining independence in learning.
  8. Builds on the language, experiences, strategies, and interests that students bring to school.
  9. Develops each student’s distinctive writing or speaking voice.
  10. Nurtures students’ sense of their common ground as productive citizens in order to prepare them for responsible participation in schools, community, and society.

 Language Arts Broad Goals

From a Christ-Centered Perspective, students will:

  1. Listen to, read, react to, retell information, and interpret information.
  2. Locate and use a variety of resources to acquire information across the curriculum.
  3. Gather and use information for research and other purposes
  4. Demonstrate critical thinking skills to comprehend written, spoken, and visual information and apply them to analyze information
  5. Acquire reading strategies, which include phonemic awareness, phonics, fluency, vocabulary and comprehension and demonstrate competence in the skills and strategies of the reading process.
  6. Demonstrate competence in speaking to convey information and use speaking as an interpersonal communication tool
  7. Apply grammatical and language conventions to communicate.
  8. Demonstrate competence in the skills and strategies of the writing process.
  9. Use language, literature and media to gain and demonstrate awareness of cultures around the world and understand various social and cultural perspectives
  10. Identify and use the types of literature according to their purpose and function.
  11. Identify ideas and make connections among literary works.

Language Arts Texts and Resources:

  1. K-5 Reading-Story Town, Houghton Mifflin Harcourt Publishing, 2008.
  2. K-5 Language & Spelling Practice Book-Story Town, Houghton & Mifflin-Harcourt Publishing, 2008.
  3. K-2 Phonics Practice Book-Story Town, Houghton  Mifflin Harcourt Publishing, 2008.
  4. K-5 Story Town Leveled Readers, Houghton Mifflin Harcourt Publishing, 2008.
  5. K-5 HMH Think Central on-line resource
  6. K-5 Guided Reading Library
  7. 1st grade-Phonics Art Projects by Burch, Collecting Words-Carson Dellarosa, Trade books.
  8. 2nd grade Picture Writing-Instructional Materials, Center for the Advancement of Art Based Literacy-University of New Hampshire.
  9. 3rd grade-Books on CD, Picture Writing-Instructional Materials, Center for the Advancement of Art Based Literacy-University of New Hampshire.
  10. 5th grade-Literature Circle-Trade Books, online Language Arts review games.
  11. 6th-8th grade-Literature, McDougal Littel, 2010
  12. 6th-8th grade-Elements of Language, Holt Rhinehart & Winston, 2010
  13. 6th-8th grade-classroom library, Novel Studies by Progeny Press, Reader’s Theater materials, book trailers/author interviews-Edutopia on Line, Focus on the Family radio dramas.
  14. 6th-8th grade-Read, Write, and Think.org, 6-Trait Writing materials, books and materials by Nancy Atwell.
  15. 6th-8th grade-Spelling and Vocabulary, Houghton & Mifflin-Harcourt, 2004.
  16. 6-8 on-line resource-www.spellingcity.com
  17. K-2 on-line resource-Starfall’s Learn to Read with Phonics.
  18. 4-8 software resource-Photostory-3
  19. 4-8 software resource-Microsoft Powerpoint

Writing Portfoliowriting

The purpose of the writing portfolio is to provide samples of the student’s growth in use of the writing process from first through eighth grade. Each grade level has specific types of writing topics that are accumulated throughout the school year. These topics are chosen to enable the student to demonstrate an understanding of the skills being taught at that grade level. The teacher’s role is to guide the student through the writing process without interfering with the student’s independent work. These writing portfolios are passed on to the next grade level each year, until graduation, when they are given to the parents. If a student transfers out of the school, the portfolio is included with the school records. Writing samples are not limited to the following required samples and teachers should be incorporating writing into all curricular areas not just language arts.