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1. Language Arts

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1. Language Arts

Uploaded by

Ej
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LANGUAGE ARTS

Elementary teachers in Rochester Community Schools deliver literacy instruction


using a comprehensive literacy approach which research has shown is most effective.
Students progress along a continuum and build upon previous learning. Teachers
provide instruction at various levels of the continuum in order to meet the needs of all
their students. Most children remain at one stage for an extended period of time. It is
not unusual for a child to be at a particular stage throughout a grade level.

Reading Workshop
A variety of literacy activities may occur during the reading workshop. The teacher
begins with a whole class mini-lesson focusing on a skill or strategy that will benefit all
students. Next, the teacher may meet with guided reading groups or have
conferences with individual students about their reading. During this time, students
self-select and read books that are at their independent reading levels where they can
read almost all the words accurately and fluently. Comprehension of the text is of the
utmost importance.

Read Aloud
The teacher reads aloud to the whole class using a carefully selected text which may
be fiction or nonfiction. Some read aloud sessions include student responses with
partners turning to talk to each other about the text to aid in comprehension, and
other sessions are for enjoyment and vocabulary development.

Shared Reading
A text is read together as a class. Texts are chosen based on literary value or a skill
or strategy the teacher wants to target. It is often a text that would be too difficult for
some students to read if they were asked to read it alone. Students read the text
multiple times and are engaged in discussion about the text, skill or strategy. After
practice, the teacher may ask the students to demonstrate their learning by
completing a task related to the text.

Small Group Instruction


The teacher works with small groups of students in a variety of formats. This may
include Guided Reading with a group of readers who have similar reading needs.
Books or articles that are at the students’ instructional level are used. Teachers may
utilize strategy groups with readers who are working on a specific strategy or skill.
Students may also work in book clubs based on interest and topic. In all small group
formats, the teacher provides feedback and supports the students as they read text.
The text in all small groups may be above, below or at what is considered grade level
and dependent upon the focus of the group. Students are able to learn and practice
new skills or strategies that will help them grow as readers.
Writing Workshop
Using a format similar to a reading workshop, students engage in a variety of writing
activities. The teacher guides the process and provides instruction through mini
lessons and conferences. Students use notebooks to collect ideas and practice
strategies as they work their way through the prewriting, drafting, revising, editing and
publishing process. An important aspect of the workshop involves students sharing
their writing with others and getting feedback.

Shared Writing
The teacher and students work together. At times, a “shared pen” technique is used
that involves the children in the writing. It is an instructional approach with a focused
outcome. In grades K-2 the outcome may be as simple as composing sentences,
messages, or stories. In grades 3-5 the outcome might include writing dialogue,
outlines or using previously-gathered information to generate a research paper.

Spelling, Phonics and Grammar Instruction


Instruction in these areas utilize a similar workshop format and are woven throughout
all elements of the literacy model. Teachers help students to use spelling, phonics
and grammar to support successful reading and writing. Students learn and interact
with high-frequency words most commonly found in texts they will be reading and
writing. Grammar is taught within the context of authentic, writing experiences.

Literacy Standards
By the end of 5th grade, students are expected to be within the Proficient level of
development. At the Proficient level, students will be able to:

Reading
 Use a variety of strategies to construct meaning, self monitor, and
identify unknown words.
 Recognize grade level words in text or in isolation.
 Determine the meaning of words and phrases in context using strategies and
resources.
 Read, retell and summarize a variety of grade level narrative and informational
grade level texts.
 Identify the form and purpose of narrative genres such as historical fiction, tall
tales, science fiction, fantasy, and mystery.
 Explain how authors use literary devices such as exaggeration and metaphors
to develop characters, themes, plot, and functions of heroes, villains and
narrators.
 Explain how authors use time lines, graphs, charts, diagrams, table of contents,
introductions, summaries and conclusions to enhance understanding.
 Identify forms, features and purpose of informational text such as advertising,
experiments, editorials, and atlases.
 Confirm or revise inferences based on further reading.
 Make meaningful predictions and synthesize information.
 Reads a variety of literary forms such as short stories, biographies, and poems
from a variety of time periods and cultures for enjoyment and information.

Writing
 Write organized narratives with relevant details.
 Write organized informational pieces with supporting details.
 Write organized opinion pieces using supporting evidence.
 Write constructed responses across subject areas.
 Use conventions to edit (grammar, mechanics, spelling).
 Consistently apply spelling patterns.
 Plan, evaluate, and revise writing.
 Use technology to produce and publish writing with support

Speaking & Listening


 Listen, interact and contribute in discussions by expressing more complex
ideas.
 Know that spoken language differs from early American history to current day
America.
 Respond to multiple text types by discussing, illustrating, and/or writing to
reflect, clarify meaning, make connections and inferences, take a position, and
show deep understanding.
 Ask focused questions and respond to questions by providing elaborate details.
 Listen and view critically for the purpose of gaining knowledge.

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