Language Arts

The Kindergarten-Grade 8 English language arts program aims to help every student learn to use language effectively, both as a tool for communicating and an instrument for thinking, learning, and imagining. Instruction is designed to help students become strong readers and writers, speak and listen effectively, as well as write for a variety of purposes. Students will learn to study, retain, analyze, and use information from many sources. Student instruction focuses on reading: literature, informational text, and foundational skills (K-5 only); language; writing; speaking and listening; and handwriting (K-3 only).

Reading and Writing

Materials used for reading instruction in literature, informational text, and foundational skills for the elementary students are based upon the Reading and Writing Project's Units of Study. The Units of Study were developed at Teacher's College, Columbia University, New York. The Reading and Writing Project’s approach to instruction recognizes that “one size fits all” does not match the realities of learning in today's classrooms and schools. When you walk into a workshop classroom at any given moment, you’ll see instruction that is designed to:

• help teachers address each child’s individual learning,

• explicitly teach strategies students will use not only the day they are taught, but whenever they need them,

• support small-group work and conferring, with multiple opportunities for personalizing instruction,

  • tap into the power of a learning community as a way to bring all learners along,

  • build choice and assessment-based learning into the very design of the curriculum,

  • help students work with engagement so that teachers are able to coach individuals and lead small groups.

The routines and structures of reading and writing workshop are kept simple and predictable so that the teacher can focus on the complex work of teaching in a responsive manner to accelerate achievement for all learners.

Close reading, which is used across all classrooms in grades K-8, is an instructional strategy that involves an intensive analysis of a text in order to come to terms with what it says, how it says it, and what it means. Teacher teams in District No. 102 studied the work of several experts in close reading including Dr. Nancy Frey, Dr. Douglas Fisher, and Dr. Sunday Cummins. In addition, at the behest of members of our Teaching and Learning Council, Dr. Timothy Shanahan, a local author of the ELA CCSS, was brought in to share his model of close reading. This model became the ticket toward a common language and strategy with close reading and showed how this strategy increases student growth and achievement in reading.

Foundational skills (K-5 only) are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and reading fluency. Phonemic awareness is the ability to hear, identify, and manipulate individual sounds-phonemes--in spoken words. These skills are emphasized in kindergarten and first grade through the use of phonemic awareness materials as well as explicit phonics development resources

Important components of an effective, comprehensive reading program are designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated, and in grades K-4 Reading A-Z is used to support guided reading instruction. Guided reading occurs in a small group setting of four to six students who are working with the teacher to process increasingly challenging texts with understanding and fluency. The teacher selects and introduces instructional level texts to readers, supports them while reading the text, engages the readers in discussion, performing mini-lessons during and after the reading. Reading A-Z, and close reading passages based upon Social Studies and Science units.

Note: Reading in Motion (K only) is a reading intervention program used in kindergarten only which inspires students to learn the foundational skills necessary for learning to read using music and drama.

Language

To build a foundation for literacy, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. Language standards include instruction on the conventions of standard English, on knowledge of language and expand their vocabulary in the course of studying content.

Spelling or word study activities are an integral part of the reading and content area curriculum providing students explicit instruction in orthographic skills such as examining word parts for common vowel patterns, identifying word families, identifying Latin or Greek roots, and identifying base words in order to utilize this information to problem-solve words encountered in text.

District No. 102 has identified academic vocabulary words that are taught at grades K-8 and are the focus of vocabulary instruction during each trimester.

Please visit the District 102 Academic Vocabulary lists for grades K-8.

Speaking and Listening

As District No. 102 prepares students for a global society, teaching the core content subjects is enhanced by incorporating critical thinking, communication, collaboration, and creativity (4 C’s). Teachers integrate speaking and listening skills throughout English Language Arts and all content subjects, employing District No. 102-created rubrics that are aligned with these four 21st Century skills and reporting on these important skills each trimester.

Please visit the District 102 4C’s documents for grades K-8 rubrics.

Handwriting (K-3)

The Handwriting Without Tears kindergarten program incorporates hands-on activities and good handwriting habits to develop strong writers. The program engages students with music, movement, fine motor activities, and child-friendly language. They learn capital and lowercase letter and number formation and how to print using hands-on materials and developmentally appropriate activities. Fine motor work prepares students for pencil and paper success in the student workbook.

In first through third grades, students continue their handwriting practices through the Zaner Bloser Handwriting program. In grade 1, the focus is on the progression of print through simple and effective techniques for letter formation. Throughout grade 2, there is an emphasis on review and mastery to achieve print fluency. In grade 3, students are introduced to cursive handwriting with expectations for proficiency in letter formation.

Activities incorporating language arts skills, practice on different styles of lines, and differing writing prompts are are an integrated component of the handwriting program. 

Please visit the Trimester ELA Learning Targets to review the targets that are the focus of instruction at each grade level during each trimester.