English Language Arts

Indian River is a Literacy Collaborative School District which means we have a close partnership with The Ohio State University and utilize professional resources developed by Irene Fountas and Gay Su Pinnell. We have three literacy coaches (Chelsea Gebo-CPS, Meredith Morris-APS, PPS, TPS, and at EMP to be determined) that support the work through a professional development model; they not only provide coaching residencies (both short and long term) but also do book studies, faculty meeting updates, and professional development sessions (during school hours, after school, as well as throughout the summer) for all new staff as well as our veteran staff. 

The Literacy Collaborative framework for literacy lessons consists of a number of elements that provide many opportunities for reading and writing.   At least two and a half hours a day should be dedicated to teaching the literacy framework while integrating social studies and science.  Differentiation occurs in many parts of the framework such as guided reading, guided writing, 1:1 conferences, and word study applications.  Teachers make instructional decisions based on careful analysis of systematic observation and ongoing assessment data. Phonics, spelling, and word study are explicitly taught and embedded throughout the framework in 9 areas of learning: Early Literacy Concepts, Phonological Awareness, Letter Knowledge, Letter-Sound Relationships, Spelling Patterns, High-Frequency Words, Word Meaning/Vocabulary, Word Structure, and Word-Solving Actions.

Benchmark Assessment System

Letter ID & Letter Sounds

High Frequency Words

Developmental Spelling Assessment

Hearing and Recording Sounds in Words (optional)

Similar to K-3, grades 4-6 follow the Balanced Literacy model for ELA instruction which is a continuation of the Literacy Collaboration framework but geared more towards our intermediate students. While many of the components of the Literacy Collaborative Framework are the same, there is a stronger emphasis on independent reading and writing, investigations and word study. Readers’ theater and literature circles are additional features within the framework that supports language development and comprehension. 

Throughout 4th and 5th grade, students should receive two and a half hours of ELA instruction with integration of the social studies and science curriculums. 6th grade students receive 1 period every day of ELA instruction and 1 period every other day of additional reading/writing support. Additional AIS support is provided to students at this level using Leveled Literacy Intervention (LLI) which works to deepen and expand comprehension, as well as increase the reading volume by engaging students in successful daily reading. 

Benchmark Assessment System (grades 4-6)

IXL (for grade 6 only)

The use of the ELA Standards developed by NYSED are the guide for our curriculum decisions at this level. As a grade level and teams, teachers have developed a pathway for students to be exposed to grade-level texts while also strengthening their essay writing skills. Texts such as Ashes of Roses, A Christmas Carol, Milkweed, and Outsiders are some of the common books that you will see regardless of the team. Students are expected to independently read and write at this level. Vocabulary and word study continue to be a focus, as well. Students must complete 4 credits in English (1 per year in high school) and pass the Regents exam (typically taken in the eleventh grade). 

ELA Snapshot Department Chair

ELA NYSED Standards Nicole Wittbrodt 

Membean

IXL

Admin representatives: Brenda Leddy & Angela Green

Department Chair: Nicole Wittbrodt

Literacy Coaches: Tanya Roy, Chelsea Gebo, Meredith Morris

APS: N/A
CPS: Ashley Marshall, Kami Rowland
EMPS: Kelly Sova
PPS: Shelby Armes
TPS: Lori Cook
IRIS: Kate Trickey, Jessica Acheson, Katie Pitkin, Janice Hellings
MS: Michaela Schied, Tami Canell
HS: Meredith Burt, Sara Ada, Laurie Mossow, Tina Frank