Reading/Language Arts
Literacy Instruction Overview
literacy_overview_5_rw_pdf_2014.pdfGrammar
Our English program focuses on basic skills like parts of a sentence, nouns, verbs, adjectives, etc... Students will be given some background, however, we will be reinforcing these skills during reading and writing activities throughout the day. We will be creating various types of sentences to see how good writers use sentence structure and word choice to create concise colorful and interesting writing. Students may engage in some basic skill practice in isolation to reinforce basic skills.
Writing
Our writing program will provide children with clear, sequenced, vibrant instruction in writing along with opportunities to write daily for their own important purposes. Using mini lessons, conferences, small-group sessions, and shares, the students will learn not only from explicit instruction but also from immersion in the writing process.
Components of Literacy
Our Reading Language Arts program consists of a balanced approach to reading comprehension, vocabulary background, phonics, spelling, study skills, grammar, and writing development. Many of these skills will be developed during authentic reading and writing opportunities across the curriculum.
Spelling
The purpose of spelling is to make sure written work can be read and understood. Students need to recognize when a word is misspelled and have a "toolbox" of strategies to enable them to spell a word correctly. We will use spelling programs that provide hands-on opportunities to manipulate word features in a way that allows students to generalize beyond isolated, individual word examples to entire groups of words that are spelled the same way. Spelling strategies will be differentiated in order to meet the individual needs of students.
Reading With Your Child
Your child is expected to read a minimum of 150 minutes per week. Your child will be tracking this requirement on a "bookmark." The "bookmark" will allow your child to track number of minutes read daily, the number of days to finish reading a book, and serve as a record of completed books. Although it is best to read on a daily basis, it is up to your child and you to determine HOW the minutes are broken up over the week. Students can read seven days (recommended), six days or five days a week. They can read for 20, 30, 40 minute chunks or even longer. Students should be reading for meaningful chunks of time. Reading should be enjoyable and needs to fit into your families schedule. Students should read for as long as a book "holds" them. If your child is reading a "just right" book, you may find they are reading even longer than the 150 minute minimum requirement.
There are several ways that your child can engage in reading at home. Each type develops different reading skills. Depending on your child's needs, spending one - two times per week engaging in each type of reading may help encourage their love of reading.
Types of Reading
Reading silently to themselves (comprehension)
Reading orally to a parent (comprehension and fluency)
Taking turns reading orally with a parent - first the child reads, then the parent reads (comprehension, fluency and auditory understanding)
Listening as the parent reads to them (comprehension and auditory understanding)
Make reading a family affair. Snuggle in and read together on the couch or in bed. This not only encourages a great bonding opportunity, but it gives you an excellent way to monitor your child's comprehension and model your thinking strategies as you read. Include in the amount of time being devoted to reading a discussion component. Have your child remind you of what was read the last time. Ask them questions when they finish reading. Stop and develop vocabulary understanding as you go. Tell stories about what you were thinking or being reminded of as you read together. When your child reads silently to themselves, have them fill you in about what you missed. As your child retells you about a book reinforce the following...
Use character names and places in their summary
Retell sequentially
Ask questions regarding vague details
Model how to tell the important parts of a story
Make sure this discussion component is done SPARINGLY! Do NOT let your discussions become drudgery. If you sense frustration in your child, back off. Stop questioning them or model how to answer rather than continue pushing them. Reading should be an enjoyable activity.
Reading and speaking about what you read at a higher level takes years of practice. You will be amazed at your child's growth if you make reading and talking about the stories a regular routine in your home.
Games
Click on the links below to develop introductory skills or for Reading
- Pearson Realize, Words Their Way