READING, LANGUAGE ARTS, WRITING

Second –Fourth Grade Language Arts – 2007 –2008

Our curriculum revolves around a student’s ability to manage the English written code with automoticity at his/her appropriate level. There are three priorities of the Language Arts program at The GAP School:

1. To train students how to manage the English written code for reading
2. To train students how to read fluently and with comprehension
3. To train students how to write complete thoughts into sentences, paragraphs and stories while using appropriate vocabulary, grammar and punctuation.

All students participate in literature studies, communication and book projects. Older students participate in research projects and communication delivery.

Reading

Therefore the structure of the reading program will be conducted as follows: Mondays, Wednesdays, and Fridays will include intense but fun attention to the mastering of sequencing, rapid naming and auditory processing skills. These phonological awareness components will lead to the mastery of sound-to-symbol correspondence of the English reading system. Students will begin to master their sound-to-symbol knowledge so that decoding and encoding words becomes more automatic. 

Fluency will also be addressed on these days through our  “One Minute Reading Auditions”. Students will choose the non-fiction paragraphs on Mondays. The paragraphs will be one to two grade levels below their tested reading level so that anxieties and mastery can be managed. Students will have 5-10 minutes to prepare their reading auditions. Then they will “audition” in front of the class for one minute to establish a cold reading time and record their words read per minute on their individual graphs. They will re-audition on Wednesdays and Fridays and continue to graph their words per minute so they can measure their own improvements. Wednesday evenings will be their only night for reading homework. It will consist of the comprehension questions that go along with their reading audition paragraphs. After students audition with six different paragraphs, students have the opportunity to move up half a grade level or a whole grade level depending on their progress. The outcome from these auditions will be a graph that indicates weekly progress of words per minute read and it will give each student their own fluency and comprehension portfolio so they can easily see their progress!

Printing and Cursive Handwriting

Handwriting skills will also be addressed on Mondays, Wednesdays and Fridays as students enter the Alphabet Soup Café. Usually, when students are taught the alphabet, they are encouraged to learn one basic typeface which can be confusing because the world around them uses hundreds. Our handwriting curriculum addresses the many different typefaces of our alphabet. Talking with your child about the similarities and differences when you are reading signs will really help him/her recognized the many characteristics that make an <a> an <a>. The outcome from these lessons will be a scrapbook of letter fonts so that raises a students awareness of the many pieces of information one must know in order to read in the environment.

Middle School Language Arts

The Middle School Language Arts program will be delivered  & structured very differently to accommodate middle school interests and skills. Students will each be assigned to an on-line language arts course that is appropriate to their abilities. This allows for many positive outcomes in the following areas:

1. Flexibility - The on-line academy provides flexibility to our students. They can work on their courses from any internet-connected computer.
2. Self-motivation - Students can direct their own learning environment and methods to fulfill course requirements and achieve individual academic success while receiving direct support. Students become more responsible for their own learning.
3. Independent learner - The online environment enables students to learn at their own pace, relieving the stress of feeling rushed or pressured and providing enjoyment and support in the learning process.
4. Computer literate - Although it is not necessary to have advanced computer skills, students should possess a working knowledge of electronic e-mail as well as basic keyboarding skills.
5. Time management - Students must be able to organize and plan their own best "time to learn" outside of the classroom. 
6. Effective written communication skills - Students must use e-mail to communicate with their peers as well as the instructors. The ability to write clearly to communicate ideas and assignments is essential. This method provides the learner with rapid feedback as well as a means to inform instructors of any concerns or problems that they may be experiencing when they are not in the classroom.
7. Personal commitment – Although, there will be class devoted to on-line coursework, students can just pick up where they left off and continue working when the get home. It gives our student population the opportunity to make a very personal commitment to learning and requires a different commitment to perform in order to achieve academic success. It also allows parents to access progress.

Fifth Grade

Students in Fifth Grade Language Arts engage in skill lessons to enhance reading fluency and comprehension. Those students who test out for the fifth grade curriculum are responsible for obtaining copies of The Whipping Boy by Sid Fleishman, Dear Mr. Henshaw by Beverly Cleary, and Shiloh by Phyllis Reynolds Naylor. All three books are Newberry Award Books. Students are required to read these books, use the writing process to write several papers including a research paper, and present a variety of speeches. Students use rubrics to self-evaluate their work before submitting it to their teachers. This is all outlined and explained in their on-line coursework.

Sixth Grade

In Sixth Grade Language Arts, students engage in skill lessons that focus on writing conventions and vocabulary building. Those students who test out for the sixth grade curriculum are responsible for obtaining copies of Maniac Magee by Jerry Spinelli, The Giver by Lois Lowry, and From the Mixed-up Files of Mrs. Basil E. Frankweiler by E.L. Konigsbury. All three books are Newberry Award Books. Students are required to read these books and use the writing process to write several papers including a research paper. Students also develop and present a variety of speeches. Emphasis is placed on recognizing and using literary elements and techniques. This is all outlined and explained in their on-line coursework.

Seventh Grade

For those students who test out for the Seventh Grade Language Arts, students are responsible for obtaining copies of Sounder by William H. Armstrong, The Westing Game by Ellen Raskin, and Call It Courage by Armstrong Sperry. All three books are Newberry Award Books. Students complete comprehension checks in each lesson to respond to what they have read and engage in activities for developing vocabulary-building skills and strategies. As they read, students are required to use the writing process for writing business letters, summaries, and a research paper. They will also present a variety of speeches. This is all outlined and explained in their on-line coursework.

 

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