The language arts curriculum is a combination of literature and practice drills from ELD specific materials, individual reading books, books from the Cupertino School District Core Literature list, and my own literature and poetry selections. Whole-class instruction, small group literacy centers, and individual class work will take place during this activity period. ELD materials - HOUGHTON MIFFLIN: this is the state-adopted language arts programs that all classes use for reading - IDEA: a method of building oral language through picture vocabulary cards and through listening and speaking - INTO ENGLISH: leveled books used in listening centers and in small group literacy centers - SANTILLANA: teacher source of vocabulary themes to discuss - SIGNATURES: popular stories compiled into a textbook for the children to read, this is a text used by the non-ELD classes but I incorporate them into my curriculum. - STEP UP TO WRITING: the district-adopted writing program that all classes use Oral Language: this is the main goal for each child in order to exit ELD - Vocabulary and grammar - Comprehension and listening skills - Pronunciation and fluency (sharing) Reading: D.E.A.R. (whole class), guided reading (small groups), SSR � sustained silent reading (individual). - Sight words - Phonics - Vocabulary words Writing: daily journals, vocabulary building, capitalization, punctuation, and grammar activities. We begin Writer�s Workshop in a few weeks; a time where students become independently in charge of their own writing pieces through the five stages of writing: - Prewriting: I begin by teaching a 5-10 minute minilesson on a specific area or skill such as grammar or spelling, and students then begin by thinking of their own topics to write about. - Drafting: Independently, the student begins to write a piece of interest to them and continues this process as long as needed. - Editing: Students learn to do peer-editing, which is reading their piece to a partner, and learning to respond to others. - Revising: Students conference with me at this time, and we make changes together on the piece. - Publishing: Students make a final draft of their piece that is nicely illustrated and typed on the computer. When completed, students are given the opportunity to share with the class. Poetry: weekly selections will be chosen to recite for choral reading and will be compiled into one folder so that students can re-read them. Spelling: we will begin with sight words and/or IDEA vocabulary words for the first few months. After the first trimester, we will begin using words from Superspell and Rebecca Sitton�s Program, an individualized spelling program where students will take a pre-test to determine his/her spelling list. The spelling program will include weekly homework, class work, and tests. Handwriting (1st graders): we will practice letter formation and neatness while writing. The Cupertino Union School District has recently adopted the ball-and-stick handwriting method. |
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| Language Arts |