The Topsfield Public Schools Language Arts Curriculum provides the foundation
for lifelong literacy and focuses on the acquisition of reading, writing, listening, and
speaking skills.In the primary grades our
emphasis is on learning to read.As children
develop competencies and become more literate, they shift from learning to read to reading
to learn.School experiences, to be
effective, must build on student’s prior learning and help them establish a context
for learning that is meaningful.Teachers
incorporate a variety of teaching strategies.A
balanced literacy program addresses phonemic awareness, phonics, word analysis, and
decoding skills, vocabulary development, comprehension, and the motivation to read.Instruction is centered on effective problem
solving and metagcognitive strategies (making connections, predicting, questioning,
visualizing, inferring, determining importance, synthesizing, rereading, and
slef-correcting) so that students gain true comprehension of what they read.
In kindergarten, students begin to develop competencies
in language arts as they are exposed to a print-rich environment and a curriculum that
emphasizes oral language skills. Children learn how to take words apart and put sounds
together (phonemic awareness) through interaction with a variety of materials from
familiar songs, rhymes, verses and literature representing various genres and cultures.Teachers use flexible grouping strategies for
instructional purposes, match texts to readers, and use assessment to help guide
instruction.Our Language Arts Program
includes direct, explicit instruction in word identification, vocabulary development, and
comprehension along with teacher modeling and student application of strategies within the
context of reading, writing, speaking, and listening.Phonics is taught as a strategy for improved reading and writing.Spelling, word building activities, and penmanship1
are also part of this instruction.Specific
information about the components of a balanced literacy program is included on the
following pages.
In the
intermediate grades, a variety of literature continues to enrich our language arts
program.Trade books are used extensively as
a means of exposing students to authentic pieces of literature.Whenever possible, class readings that integrate
with other content areas, such as social studies, are selected. Reading independently for
both pleasure and information, is equally important.Students are asked to read at home as part of their weekly homework.
It is our belief that
learning how to read and write are closely integrated skills.Students write often, beginning in kindergarten
and continue to “think on paper” throughout our program.Journal writing, sometimes called
“learnals” is used as a tool to help students think quickly on paper. Our writing program is modeled after the John
Collins’ Writing Program.This
program helps students get ideas down on paper and develops fluency and proficiency in
writing in all content areas.Some pieces of
writing are taken to a publishable level.Many
pieces of writing are kept in Cumulative Writing Folders in school.Detailed information about the program, as well
as, learner outcomes are linked on the curriculum web page.
Components of a
Balanced Literacy Program
Reading
Teacher Read-Aloud
Level of Support
Teacher selects and reads a trade book or story from the student
anthology.
¨Teacher provides
full support.
¨Students respond
to pictures, meaning, and language.
Shared Reading/ Paired Reading
Level of Support
Teacher reads aloud using a core story from students’ anthology, a
trade book, a chart, big book, poem, or song.Students
join in.
¨Teacher provides high level of support.
¨Much
conversation about the meaning of the story and some group problem solving take place.
¨Students support each other.
Guided Reading
Level of Support
Teacher selects and introduces new text on students’ instructional
reading level.Teacher provides support as
students read the text to themselves.
¨Some teacher support needed.
¨Reader problem
solves a new text with minimal help if any.
Independent Reading
Level of Support
Students read assigned, limited choice, or free-choice books.Students read silently or with a partner.
¨Little or no
teacher support needed.
¨Reader
independently solves problems while reading for meaning.
Word Study
Level of Support
Teacher leads students in an investigation of words.Experiences include word charts, word walls,
making words with letters and letter clusters, letter sorting and word sorting, making
word webs, using dictionaries, and cooperative learning activities that center on words,
their sounds, visual features, and meaning.3
¨Some teacher
support needed.
¨Teacher provides
a short, focused teaching session and then makes provisions for children to work on their
own.
Fountas, I.C. & Pinnell, G.S. (1996).Guided Reading: Good First Teaching for All
Children.Portsmouth, NH: Heinemann.
Writing
Shared Writing
Level of Support
Teacher and all students work together to compose messages and stories
with the teacher acting as the scribe.
¨Teacher provides
full support.
¨Teacher models
and demonstrates the process of writing through “teacher think-alouds” and group
discussions.
Interactive Writing
Level of Support
Teacher and students compose a message or story together.Teacher shares the pen with students as they
alternately contribute to various aspects of the piece.4
¨Teacher provides
full support.
¨Teacher models
planning and writing a message or story.
¨Teacher selects students to contribute to the class
composition.
Guided Writing or Writing Workshop, Collins’
Model
Level of Support
Students write independently and confer with teacher and classmates
about their writing.Teacher gives focused
feedback.Students respond to each
other’s work
¨Some teacher
support is needed for:
Focused feedback
Mini-lessons
Teacher and peer conferences.
Independent Writing
Level of Support
Students write for their own purposes.
¨Little or no teacher supports.
¨Students use print-rich classroom environment, texts,
and technological resources as tools.
Speaking & Listening
Comprehending Strategies
Level of Support
Teacher models how something is done and/or how to think about it.
(Comprehending strategies)
Students are instructed how to apply comprehending strategies.Less able students benefit by hearing successful
learners discuss the strategies they use.
¨Teacher support
is needed to provide students with models and explanations of the reasoning involved in
reading (thinking).
¨Students use
modeled strategies with each other and on their own.
Oral Language
Level of Support
Oral language is a significant part of a balanced literacy program.
¨Teachers model while providing many opportunities for
students to develop oral language skills within the classroom environment.
