English Language Arts Sample Clauses
English Language Arts. Maine has adopted the Common Core State Standards for English Language Arts
English Language Arts one (1) teacher from each elementary building, one (1) teacher from each of the secondary buildings, one (1) special education teacher, one (1) elementary building administrator, one (1) middle school building administrator, and one
(1) high school administrator. If a literacy instructional specialist(s) is employed by the district, he or she will be a member of the English Language Arts Subject Area Committee.
English Language Arts. KINDERGARTEN L ANGUAGE ARTS 2 SEMESTERS Kindergarten Language Arts introduces students to a variety of literary and informational texts. Students will learn about basic story elements and plot sequences through classic pieces of children’s literature. First, students will explore nursery rhymes, such as “Hickory Dickory Dock.” Then, students will move on to fables, fairy tales, and folk tales, such as “Sleeping Beauty” and “The Three Little Pigs.” This course will also teach students how to use informational texts for learning. Students will learn the parts of a book and how to use text features to gain understanding. In each Unit, students will complete fun activities that bring texts to life. Students will demonstrate their ability to describe stories, make connections, and use standard English conventions in a variety of ways, including speaking and drawing. KINDERGARTE N PHONICS/SPELLING/ PENMANSHIP 2 SEMESTERS Phonics, Spelling, and Penmanship teaches students how to read and write letters and words, focusing on the mechanics side of language. This course explicitly and systematically teaches students the letter sounds in the English language. Students will acquire automaticity of 68 different phonograms by continually reviewing the letter sounds through listening, speaking, reading, and writing. The immediate recall of sounds and let- ters is necessary for students to become better readers, spellers, and writers. This course prepares a student to read by explicitly and systematically teaching how to spell and read individual words. Once students can effortlessly read individual words, they are then ready to comprehend sentences. For penmanship, students learn and practice proper sitting posture, correct pencil grip, directions for paper slant, and the steps for writ- ing manuscript. When students can form letters with automaticity and ease, they can focus on what they want to say. Writing by hand creates kinesthetic memories of letters, which also helps students learn how to read. 1S T XX XXX PHONICS & SPELLING 2 SEMESTERS Phonics, Spelling, and Penmanship teaches students how to read and write letters and words, focusing on the mechanics side of language. This course explicitly and systematically teaches students the letter sounds in the English language. Students will acquire automaticity of 72 different phonograms by continually reviewing the letter sounds through listening, speaking, reading, and writing. The immediate recall of sounds and letter...
English Language Arts. The elementary ELA curriculum is designed to build and strengthen skill sets in listening, speaking, reading, researching, writing, and language conventions. Students will be able to appreciate and use their communication skills, vocabularies, and writing abilities in an authentic manner both within their literacy blocks and throughout their schoolwork and project activities. We will also emphasize the writing process necessary for clear and effective academic writing as students apply their developing understanding of writing techniques in various genres from narratives to research papers. Students will become familiar with the elements and techniques of literature, including plot, setting, character, narrator and voice, theme, irony, foreshadowing, and symbolism. They will learn to become literary critics of poetry, drama, short stories, and novels. These efforts are supported by grammar and vocabulary practice. Use of inquiry and the discovery process encourages students to fully challenge and engage their diverse learning styles. Furthermore, by using an integrated curriculum, CWC Cincinnati will develop students’ communication skills in all subject areas. CWC Cincinnati is working with local and national experts to ensure the curriculum selected is aligned with the school’s mission, vision, and learning model, and will support the replication of a high-quality school model. The curriculum will have a significant commmitment to culturally responsive pedagogy, will be supportive of teacher use and deicison-making (wihtout being scripted), and will be academically rigorous in challengaing and suppporting all students. Possible programs under consideration include, but are not limited to, American Reading Company (ARC) Core K-8, and EL Education K-5 Language Arts, both of which are highly rated by various instructional material reviewers. Citizens of the World – Cincinnati will identify and implement a high-quality ELA curriculum in the Cincinnati school, to include an early reading program highly rated by xxxxxxxxx.xxx or the What Works Clearinghouse and incorporating scientifically based instruction; Citizens of the World – Cincinnati will evidence demonstrated progress of preparing the new school team to teach/implement the new ELA curriculum and use data to monitor student performance and inform instruction; and, Citizens of the World – Cincinnati will analyze alignment of the project-based materials being used in all subjects to ensure that all Ohio ...
English Language Arts. Traditionally, CCA has relied on an internally created curriculum. This curriculum has been created by teachers with support from their coaches and network-wide efforts such as the Purposeful Planning Project. Though internally created curricula have garnered good results, we have begun to transition toward a purchased curriculum, Reading Reconsidered. Seventh- and eighth-grade English language arts (ELA) teachers are piloting the curriculum during the 2021–22 school year, and we hope to begin full implementation during the 2022–23 school year. Reading Reconsidered was created by Uncommon Schools, which has had outstanding academic results in similar communities on the East Coast. The curriculum also follows the “science of reading” principals, including a focus on knowledge building, intensive writing, and high-quality texts. Moreover, the curriculum is designed to be modular, meaning that a school or teacher can choose from a variety of outstanding texts at a given grade level to assemble their own scope and sequence each year. Finally, the curriculum wraps in many resources familiar to our teachers and leaders, including the text by the same name, Teach Like a Champion, Love and Literacy, and Get Better Faster. Reading Reconsidered does not yet have a rating from EdReports. The ELA Curriculum is supplemented by The Writing Revolution. The Writing Revolution provides teachers with an evidence-based and proven instructional methodology, the Xxxxxxx Method. This method enables students to master the skills that are essential if they are to become competent writers. In turn, those skills equip students to become better readers, to communicate more effectively in writing and speaking, and—most importantly—to elevate their thinking. The six principles of the Xxxxxxx Method include the following:
English Language Arts. The ELA curriculum has been designed to scale up student’s fluency in English grammar, skill in reading informational texts as well as literature and with an eye toward the intensive, information rich reading that students will be expected to do at college and in the workplace. FlexTech ascribes to and follows the beliefs articulated by the designers of the Michigan Academic Standards with regard to achievement within the English Language Arts: As a natural outgrowth of meeting the charge to define college and career readiness, the Standards also lay out a vision of what it means to be a literate person in the twenty-first century. Indeed, the skills and understandings students are expected to demonstrate have wide applicability outside the classroom or workplace. Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language. With this in mind, and with careful data analysis, the curriculum is regularly reviewed and aligned. The English Language Arts curriculum in 7th and 8th grade is intended to begin to introduce students to the more complex texts they will encounter in high school and beyond. Specifically, students will begin to read more non-fiction texts and will begin to analyze the craft of writing as a tool to persuade, entertain, and inform. Students will also write frequently and reflect upon their writing. In conjunction with the advisory class, Junior High students will self-monitor their engagement with reading and writing and use discourse to deepen their understanding as well as begin to synthesize multiple texts for the coherent, concise and professional presentation of their own ideas. In all Junior High English courses students will improve literacy using non- f...
English Language Arts. Pg. 3 English Learners – Pg. 6 Mathematics – Pg. 7
English Language Arts. The English Language Arts curriculum includes common core foundations of building academic vocabulary, writing objective summaries, comprehension of complex text, close reading text, asking questions, analyzing arguments, and conducting research. Focus of this content area is on reading literature, reading informational text, writing, speaking, and listening, and language. Students are asked to seek knowledge through guided exploration and text analysis, compare texts through literary analysis, demonstrate ELA based skills, develop insight through demonstrating an understanding of text sets and synthesize their learning through assessment of skills. Students use the HMH Into Literature resource in Grades 6-8 including 8 Honors. Grade six and seven honors students use an accelerated text while Grade 8 Honors students engage with a more rigorous Xxxxxxx text written above grade level to challenge the more advanced readers in 8th grade. 6th grade Honors use multiple word analysis skills, knowledge of literary devices and text structures as well as analytical reading strategies to interpret meaning of grade level text across a variety of genres and content areas. Students write routinely over varied time- frames for various purposes and tasks. Students use listening and speaking skills effectively to a given setting and audience. 6th grade Instructional English Language Arts students qualify for this special education class based on student data and the recommendation of the student's IEP team. While the course follows the curriculum of regular 6th grade English Language Arts, the pace of the curriculum, modified materials, a lower student/teacher ratio (1:13), and individualized instruction are tailored to the student’s specific educational needs. 7th grade Honors will read and comprehend literary and informational grade level texts across multiple genres citing textual evidence to support analysis, reflection, and research. Students will write routinely over various time- frames to produce clear and coherent writing appropriate to task, purpose, and audience. Students will locate, organize, and integrate information from various sources in order to communicate ideas. 7th grade Instructional English Language Arts students qualify for this special education class based on student data and the recommendation of the student's IEP team. While the course follows the curriculum of regular 7th grade English Language Arts, the pace of the curriculum, modified materia...
English Language Arts. At CWC Cincinnati, we have adopted a balanced approach to teaching literacy, with an emphasis on promoting authentic reading and writing, often presented in a workshop structure. During workshops, teachers present a mini-lesson to the whole class, which briefly demonstrates a specific technique. Then students are given the opportunity to apply the technique independently to their project. Teachers conference with students and lead small groups for those who are likely to need more support, based on previous assessment. During these lessons, teachers observe and assist as needed, coaching students in applying the technique to their work (teachers can also utilize the workshop structure for other subjects, in addition to reading and writing). The balanced literacy instructional methodologies that make up this approach serve as our core techniques for teaching reading and writing, as indicated by the examples below.
English Language Arts. The Reading Wonders (K-5), Springboard and Collections (6-8), and Being a Writer curriculum will include strategies for students reading at grade level or higher, as well as for students who are reading below grade level. It is expected that students will master reading, writing, and verbal skills through continuous infusion of reading skills in all subject areas. Text which reflects the Idaho Content Standards complexity bands will be used to teach reading skills and strategies. Lessons will support students by building a strong reading foundation, accessing complex text, finding and using text evidence, engaging in collaborative conversations, and writing to sources. To build a foundation in language, students must gain control over many conventions of Standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. The School will provide students with increasingly complex texts, including novel studies, to aide student growth in reading comprehension, and expose them to complex vocabulary. Through Language Arts, students will also be required to develop a range of oral communication and interpersonal skills through whole group discussions as well as individual, partnered, and small group presentations. Through these, students learn and engage in contributing accurate and relevant information; responding to and developing what others have said; making comparisons and contrasts; as well as analyzing and synthesizing a multitude of ideas through various language arts domains. Students will also get the chance to compare and contrast thematically-based texts in different genres; for example, stories and poems/historical novels and fantasy stories. They will write routinely over short and extended time frames for a variety of tasks, purposes, and audiences. As part of the Language Arts Curriculum, students will enhance writing skills through daily writing assignments in various modes, including, but not limited to, expository, persuasive, and narrative. The tasks will require students to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events. In addition, students will be required to compose writing pieces that are text based. Via the writing process, the students will plan, revise, edit, and publish their writing, with the end goal of teaching that a key purpose to writing is to co...