In Kindergarten children begin to develop a formal understanding of written and spoken language. Letters, sounds and phonemic awareness are introduced in a systematic and multisensory manner through the Fundations Program. The whole language approach is incorporated in literacy acquisition throughout each day.  Instruction is provided in whole class, small group and individual settings, enabling teachers to provide both support and enrichment to meet individual needs. Assessment is done through observation, rubrics, pre-reading and pre-writing inventories, along with more formal alphabet and sight word assessments.

Students who arrive in Kindergarten already proficient in reading are accommodated with more challenging materials, both individually and in small groups. Students who require tutorial support in acquiring understanding of sound-symbol relationships meet with a reading specialist.

Through classroom experiences that include listening and responding to a variety of writing boys:

• make connections between the familiar spoken word and the world of written language

• participate in classroom experiences that include listening and responding to books, messages, news, research reports, journal writing, games, alphabet writing, experience charts, art materials, songs and nursery rhymes,

• solidify and extend their preschool understanding that print has meaning and that words are used to name objects, describe experiences and convey ideas

• begin to work with the Fundations Program

• are assessed through daily observation, rubrics, pre-reading and pre-writing inventories, along with alphabet and sight word assessments

• are encouraged with challenging materials, both individually and in small groups

• meet with a reading specialist if they require tutorial support in acquiring understanding of sound-symbol relationships

The Language Arts program in first grade is designed to create independent readers and writers. Our philosophy of guiding language development is through a balanced literacy approach in which boys learn to read for meaning. Assessment is continuous, and is done both through observation and more formal testing. Running records are kept to monitor students’ reading levels, strategies, and behaviors. Individual work with the learning specialists is provided for boys who need more explicit support with the reading process. Boys who enter Kindergarten already reading are provided with appropriately challenging material.

The balanced literacy program includes:

• reading and discussing literature weekly in small ability-based groups using the Guided Reading approach with the focus on fluency and comprehension development

• decoding written language using a variety of strategies

• reading activities including whole group read-alouds, poetry reading, individual silent reading, and nightly reading of books self-selected by boys

• being instructed using a systematic, multi-sensory approach for phonics instruction through Fundations, a Wilson Reading System

• learning proper letter formation, phonological awareness, and sound mastery as well as explicit sight word and vocabulary through daily instruction

• writing for a variety of purposes within the classroom including creative written expression, writing about theme topics, journaling, and research

• focusing on the formal process of writing with a special emphasis on producing meaningful ideas and organizing them into a cohesive story with a beginning, middle, and end

• journaling about personal observations, reflections, and experiences is practiced throughout the year.

• writing research reports on topics based on the students’ interests and based on the first grade themes which provide opportunities for in-depth study

• continuous assessment that is done both through observation and more formal testing

As the boys move into Second Grade, they consolidate and extend their decoding skills, and they are increasingly able to independently read and comprehend longer and more complex materials. The children are able to draw on past experiences and theme discussions, as well as use context clues, to gain a deeper understanding of both fiction and non-fiction selections in a reading program that includes:

• using silent independent reading in the literature-based instructional program

• reading and discussing theme-related literature in literature groups that meet on a regular basis

• regularly occurring instruction and assessment in phonics, sight words, accuracy, self-correction rates, fluency and concrete and inferential understanding
• meeting in small groups with a learning specialist for boys who need continued work in decoding and fluency

• writing that becomes longer and exhibits more complex story lines

• journal writing time that occurs once a week in which students are given a prompt or a free write

• weekly lessons and assessments in spelling emphasizing high-frequency words

• providing theme-related lists for spelling assignments/tests for boys who already have command of high frequency words

• introducing cursive writing in the spring

The goal of the Language Arts curriculum is to enable boys to become competent and independent readers, writers, speakers, listeners, and researchers who read both to gain information and for pleasure. It is our goal to help boys develop their ability to express their thoughts clearly and fluently both orally and in writing. A multi-faceted instructional approach incorporates a variety of reading and writing strategies all of which extend and make connections among the students’ own experiences. Ongoing assessment is a critical component of our Language Arts Program, and services from learning specialists and administrators are provided to boys in need of tutorial support or enrichment.

 

In Third Grade the focus is on deepening the understanding of what is read and includes:

 

• reading, writing, and discussion of a wide variety of theme-related materials

• refining their ability to comprehend sequence, draw inferences, compare and contrast, identify the main idea, and explore plot and character development.

• reading for pleasure both silently and by listening to literature read aloud by adults.

• writing original and experience-based stories

• recording responses to questions about a theme-related book

• gathering and assessing information

• organizing information into a coherent research assignment that reflects their level of development and cognitive functioning

• editing and recopying their work into a final draft with assistance from a teacher

• continuing student assessment
• reinforcement of basic skills

Language Arts instruction in Fourth Grade is designed to increase the students’ understanding of writing as a means of an author’s expression and reading as a meaning of understanding that expression. Students learn to recognize and appreciate different genres in reading (e.g., poetry, fiction, non-fiction, biography) and writing (journal, expository, fiction and commentary). They become engaged in reading independently for information, ideas, and pleasure. Through both direct instruction and activities, students begin to be critical interpreters of text. Teachers encourage vocabulary development by providing instruction with challenging thematic words and weekly spelling tests.

 

Fourth graders learn to include a well-described setting; developed characters; a coherent story line; conflict that produces action, and effective resolution in the stories they write. They also develop strategies for revising text and attending to writing basics such as capitalization, punctuation, sentence structure, paragraphing, and spelling.

 

The Language Arts program in Fourth Grade includes:

• learning to recognize and appreciate different genres in reading (e.g., poetry, fiction, non-fiction,

biography)

• reading aloud, reading silently and participating in literature discussion groups

• beginning to be critical interpreters of text through comparisons among books read

• learning to develop questions that will extend their insights.

• experimenting with different genres of writing (journal, expository, fiction and commentary)

• including a well described setting, developed characters, a coherent story line, conflict that produces action and effective resolution in their writing

• developing independent strategies for revising text and attend to writing basics such as capitalization, punctuation, sentence structure, paragraphing, and spelling.