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LANGUAGE ARTS CURRICULUM

Language transforms us from solitary individuals into members of the human community. Among the many forms of language – art, music, mathematics, dance, and so on - is our ability to speak. Although others of God’s creatures also communicate, only we are able to preserve our ideas, desires, and imaginations in written form. Those entrusted to impart knowledge of and appreciation for our oral and written tradition must also ensure that language, with all its beauty and power, is preserved for us and for future generations. That is the challenge for those who teach the “art of language.”

Grammar and Writing:

Students need to learn the conventions of grammar, usage, and syntax employed in standard English. Over the years, research has shown that grammar instruction - - instruction in punctuation, sentence variety, and usage - - within the context of writing is the more effective approach. Integration of grammar instruction into the revising and editing process helps students to apply these concepts to their own writing, thus allowing them to see the relevance and importance of grammar in the writing process. Through writing, students develop their ability to think and communicate ideas.

 

Literature:

Students need to be exposed to and read a broad variety of literary and informational texts to develop into informed and enlightened individuals. Through literature, children experience the history of the United States and our culture. Cultures beyond our borders revealed through literature help to broaden perspective and foster a better understanding and appreciation of the variety and differences among the people in our world.

VPK thru AGE 4

  • By the end of pre-kindergarten (4), each student should demonstrate his/her ability to participate in pre-reading strategies, listen and respond to stories, use small muscles for writing and coloring, collaborate in creating original story picture books, use age-appropriate correct grammar and vocabulary when speaking, and practice good listening skills.

KINDERGARTEN

  • By the end of kindergarten each student should demonstrate his/her ability to engage in reading readiness activities, know about letters, words, and sounds, listen and respond to grade-appropriate literature, use comprehension strategies, collaborate in creating picture books with nouns and verbs written in correct manuscript form, apply age-appropriate correct grammar and vocabulary when speaking and practice good listening skills.

1ST GRADE

  • By the end of grade one each student should demonstrate his/her ability to understand the basic features of reading to include knowledge of letter patterns and translation of the spoken language by using phonics, syllabication, and word parts.  Students should understand grade-level-appropriate material and be able to draw upon a variety of comprehension skills as needed to generate and respond to questions, make predictions, and compare information from several sources.  He/she should distinguish between structural features of a book such as theme, plot, setting and characters.  He/she should demonstrate the ability to write about familiar objects, events, and experiences with description and explanation.  He/she should demonstrate a command of standard American English, including speaking and writing with command of Standard English conventions appropriate to this grade level.

2ND GRADE

  • By the end of Grade Two, students should read and comprehend literature (including stories and poetry), and informational text in the grades 2-3 complexity and proficiently with scaffolding as needed at the high end of the range.  Each student should demonstrate his/her ability to understand the basic features of reading including knowledge of letter patterns, translating the spoken language by using phonics, syllabication, and word parts.  Students should understand grade level-appropriate material and be able to draw upon a variety of comprehension skills to generate and respond to questions, make predictions, and compare information from several sources.  He/she should demonstrate the ability to write clear and coherent sentences and paragraphs that develop a central idea and consider audience and purpose. He/she should demonstrate the ability to write about familiar objects, events, and experiences with description and explanation.  He/she should demonstrate a command of standard American English, including speaking and writing with command of Standard English and the drafting, research and organizational strategies appropriate to this grade level.

3RD GRADE

  • By the end of Grade Three students should read and comprehend literature (including stories and poetry), and informational text in the grades 3-4 complexity proficiently with scaffolding as needed at the high end of the range.  Each student should demonstrate his/her ability to understand the basic features of reading including knowledge of letter patterns, translating the spoken language by using phonics, syllabication, and word parts.  Students should understand grade level-appropriate material and be able to draw upon a variety of comprehension skills as needed to generate and respond to questions, make predictions, and compare information from several sources.  He/she should be able to read and respond to a wide variety of children’s literature.  He/she should demonstrate the ability to write clear and coherent sentences and paragraphs that develop a central idea and consider audience and purpose.  He/she should demonstrate the ability to write about familiar objects events, and experiences with description and explanation.  He/she should demonstrate a command of standard American English, including speaking and writing with command of Standard English and the drafting, research and organizational strategies appropriate to this grade level.

4TH GRADE

  • By the end of Grade Four students should read and comprehend literature (including stories and poetry, and informational text) in the grades 4-5 complexity independently and proficiently with scaffolding as needed at the high end of the range.  Each student should understand the basic features of reading—letter patterns and translating the spoken language by using phonics, syllabication and word parts.  Reading skills should include the ability to draw upon a variety of comprehension skills (e.g., generate and respond to questions, make predictions, compare information).  Students should respond to a variety of literature and distinguish between structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters).  Students should de3monstrate the ability to write clear, coherent, and focused essays, and write and speak with a command of Standard English conventions appropriate to this grade level.

5TH GRADE

  • By the end of Grade Five students should read and comprehend literature (including stories and poetry), and informational text in the grades 5-6 complexity proficiently and independently with scaffolding as needed at the high end of the range.  Each student should use knowledge of word origins and word relationships to determine the meaning of specialized vocabulary and the precise meaning of grade-appropriate words.  Reading skills should include the ability to draw upon a variety of comprehension skills (e.g., generate and respond to questions, make predictions, and compare information).  Students should respond to a variety of literature and distinguish between structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters).  Students should demonstrate the ability to write clear, coherent, and focused essays, and write and speak with a command of Standard English conventions appropriate to this grade level.

6TH GRADE

  • By the end of Grade Six students will read and comprehend literature, including stories, dramas, and poems at the high end of grade 6 text complexity band independently and proficiently.  Each student should use knowledge of word origins and relationships to determine new or unfamiliar words.  He/she should read and comprehend grade-level material.  Reading skills should include the following abilities:  to describe and connect essential ideas to arguments and perspectives of a given text; to write clear, coherent, and focused essays; and to write and speak with a command of Standard English.

7TH GRADE

  • By the end of Grade Seven, students will read and comprehend literature, including stories, dramas, and poems at the high end of grade 7 text complexity band independently and proficiently.  Each student should use knowledge of word origins and relationships to determine new or unfamiliar words.  He/she should read and comprehend grade-level material.  Reading skills should include the following abilities:  to describe and connect essential ideas to arguments and perspectives of a given text; to read and respond to historically or culturally significant works of literature that reflect and enhance the study of social science and history; to articulate clear, coherent, and focused essays; and to write and speak with a command of Standard English conventions appropriate to this grade level.

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8TH GRADE

  • By the end of Grade Eight, students will read and comprehend literature, including stories, dramas, and poems at the high end of grade 8 text complexity band independently and proficiently.  Each student should use knowledge of word origins and relationships to determine new or unfamiliar words.  He/she should read and comprehend grade-level material.  Reading skills should include the following abilities:  to describe and connect essential ideas to arguments and perspectives of a given text; to read and respond to historically or culturally significant works of literature that reflect and enhance the study of social science and history; to articulate clear, coherent, and focused narrative, expository, persuasive, and descriptive essays; and to write and speak with a command of Standard English conventions appropriate to this Grade level.

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