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Elementary
Language Arts Philosophy
The language arts curriculum is both
rigorous and designed to reflect national and state standards
and state learning outcomes. Within the elementary grades, all
students are expected to:
- Demonstrate positive
attitudes toward the receptive skills of reading and
listening and toward the productive skills of writing and
speaking
- Read strategically to
construct, extend, and examine meaning with different types
of age-appropriate materials for various purposes: literary
experience, to be informed, and to perform a task
- Interact with
age-appropriate texts through the four stances: developing
global understanding, interpretation, personal response, and
critical analysis
- Express thoughts clearly and
effectively in speaking and writing
- Write for various audiences
addressing a variety of purposes: to inform, to persuade,
and to express personal ideas
- Control sentence structure,
word choice, and the conventions of spelling,
capitalization, and punctuation to an extent appropriate for
their age or developmental level
- Listen actively by hearing,
understanding, evaluating, and responding for various
purposes
- Demonstrate an appreciation
for literature as the recorded expression of what people
have thought, felt, imagined, and experienced
- Demonstrate an appreciation
of the nature, structure, and history of language.
Broad performance goals define
experiences in which students will participate throughout the
year and serve as a vehicle to contextualize the skill and
strategy instruction that appears in the form of objectives. The
objectives identify the required core of instruction and provide
direction for weekly and daily planning. Indicators have been
included, in many cases, to clarify and expand on the meaning of
the objectives and to support and facilitate assessment. The
overall organization of the elementary language arts program
facilitates continuous progress for students across grade level
designations.
Contact:
Fran
Clay, Coordinator
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