Program Statement of Philosophy

For children, as for everyone, language is the primary instrument for making sense of the world and a primary way to connect with others. While language is a powerful means of communicating, it goes beyond the mere sharing of ideas and information. Language evokes histories, emotions, values, issues, knowledge, and inventions. It is what we share and what sets us apart from one another. Being literate in contemporary society means being active, critical, and creative users not only of print and spoken language, but also of the visual texts such as illustrations, charts, graphs, photographs, and electronic displays.  A strong grasp of content in the English language arts is vital, but knowledge alone is of little value if one has no need to, or cannot, apply it. The ability to use language for a variety of purposes is an essential part of the learning experience.

A main goal of English language arts education is to ensure that students are able to use language to address their own needs as well as the needs of their families, their communities, and the greater society. Therefore, the English language arts curriculum focuses on four purposes of language use: for obtaining and communicating information, for literary response and expression, for learning and reflection, and for problem solving and application.

Our district's reading program is literature-based with students reading whole books in addition to selections from a text.  This reading serves as a starting point for meaningful skill and strategy instruction.  Higher level cognitive skills are emphasized along with the connection between reading and writing.  Independent reading with self-selected books is required and helps students to develop a life-long love of reading. The writing component emphasizes the process that writers engage in during writing--planning, drafting, responding, revising, editing, and publishing.  Finally, skills such as spelling, mechanics, grammar, and usage are addressed in the context of reading, writing, speaking, and listening tasks rather than in isolation.

PORTFOLIO COMPONENTS

• GRADE ONE: Two student written books and end-of-the-year assessment
• GRADE TWO: Four Narratives 
• GRADE THREE: Narrative/Picture Prompt, Expository/Informational, Narrative, Expository/Informational
• GRADE FOUR: Persuasive, Expository/Informational, Narrative/Picture Prompt, Persuasive
• GRADE FIVE: Process, Expository/Informational, Two Persuasive
• GRADE SIX: Expository/Informational, Poem, Drama, Researched Informational
• GRADE SEVEN: Formal Business Letter, Persuasive, Poem, Speech
• GRADE EIGHT: Exposition/Literary Analysis, Narrative/Picture Prompt, Researched Expository, Persuasive