Language Arts Curriculum

Phonics/Decoding/Structural Analysis
Read high frequency sight words, identify and use initial, medial and final sounds (including blends and digraphs to decode unknown words).  Use knowledge of speech and print to read regular one-syllable words, as well as familiar spelling patterns to read unknown words; read contractions and inflectional endings.

Fluency
Read familiar texts with appropriate rate, expression, and attention to punctuation.

Self-Monitoring Comprehension
Recognize own mistakes and attempt corrections; use pictures; reread to clarify meaning; and use illustrations and text to revise predictions while reading.

Vocabulary
Acquire a vocabulary consisting of sight words, high frequency words and new vocabulary learned in the context of subject areas.  Discuss unknown words as they are encountered in books and use a picture dictionary when appropriate.

Comprehension
Demonstrate understanding of both fiction and informational/nonfiction text by engaging in discussion, retelling a story in a sequential order, identifying essential information from nonfiction text such as the main idea and details/facts and answering comprehension questions based on the material read. Read text using a variety of strategies to gain meaning such as: predict, revise predictions, reread to clarify meaning, generate questions, make inferences and draw conclusions.

Research
Draw pictures and use key words to represent information from text.  Use  picture clues, key words, digital media, etc. to locate information that reflects 21st century learning.

Word Study/Spelling
A core set of high frequency words is used to help student learn strategies for how words work in addition to developing fluency in reading and writing.

Writing
Students take responsibility for choosing a topic (unless otherwise directed) and developing text around it.  They write using various modes (narrative, informational and poems).  They are given more than a single day to create a piece of writing.  Students take their selected pieces through the processes of planning, drafting, getting responses, revising and editing.  Students begin to develop awareness of the qualities of writing (focus, content, organization, style, and conventions) by using authors as mentors and applying these domains to their writing.